Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/62356
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dc.contributor.authorHenderson, A.-
dc.contributor.authorO'Keefe, M.-
dc.contributor.authorAlexander, H.-
dc.date.issued2010-
dc.identifier.citationAustralian Health Review, 2010; 34(2):224-226-
dc.identifier.issn0156-5788-
dc.identifier.issn1449-8944-
dc.identifier.urihttp://hdl.handle.net/2440/62356-
dc.description.abstractIn increasingly complex health service environments, the quality of teamwork and co-operation between doctors, nurses and allied health professionals, is ‘under the microscope’. Interprofessional education (IPE), a process whereby health professionals learn ‘from, with and about each other’, is advocated as a response to widespread calls for improved communication and collaboration between healthcare professionals. Although there is much that is commendable in IPE, the authors caution that the benefits may be overstated if too much is attributed to, or expected of, IPE activities. The authors propose that clarity is required around what can realistically be achieved. Furthermore, engagement with clinicians in the clinical practice setting who are instrumental in assisting students make sense of their knowledge through practice, is imperative for sustainable outcomes.-
dc.description.statementofresponsibilityAmanda J. Henderson, Maree F. O’Keefe, and Heather G. Alexander-
dc.language.isoen-
dc.publisherAustralian Healthcare Association-
dc.rightsCopyright AHHA 2010-
dc.source.urihttp://dx.doi.org/10.1071/ah09855-
dc.subjectHumans-
dc.subjectInterdisciplinary Communication-
dc.subjectHealth Personnel-
dc.subjectHealth Facilities-
dc.subjectDelivery of Health Care-
dc.titleInterprofessional education in clinical practice: not a single vaccine-
dc.typeJournal article-
dc.identifier.doi10.1071/AH09855-
pubs.publication-statusPublished-
dc.identifier.orcidO'Keefe, M. [0000-0002-0371-5322]-
Appears in Collections:Aurora harvest 5
Paediatrics publications

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