000009883 001__ 9883
000009883 005__ 20230905152613.0
000009883 022__ $$a2296-2565
000009883 0247_ $$2DOI$$a10.3389/fpubh.2021.706346
000009883 037__ $$aARTICLE
000009883 039_9 $$a2023-09-05 15:26:13$$b1$$c2022-04-12 13:50:56$$d1001386$$c2022-03-31 14:44:06$$d0$$c2022-03-30 15:02:16$$d1000092$$c2022-03-30 15:00:22$$d1000092$$c2022-03-30 14:56:15$$d1000092$$c2022-03-29 16:04:52$$d1001386$$y2022-03-29 16:04:11$$z0
000009883 041__ $$aeng
000009883 245__ $$aInterprofessional team-based learning :$$ba qualitative study on the experiences of nursing and physiotherapy students
000009883 269__ $$a2022-01
000009883 300__ $$a8 p.
000009883 506__ $$avisible
000009883 520__ $$9eng$$aTraditional discipline-specific training has limitations in facilitating inter-professional
communication and collaboration. To address this issue, two local universities in
Hong Kong launched an interprofessional team-based learning program to allow the
undergraduate healthcare students to formteams and experience collaborative problemsolving.
This study aimed to evaluate the experiences of nursing and physiotherapy
undergraduates following interprofessional learning activities. Twenty-seven 3rd-year
nursing and physiotherapy undergraduates were recruited through purposive sampling.
Semi-structured interviews were conducted, and written feedback was solicited until
data saturation was achieved. An inductive thematic analysis was used for the data, and
each theme was mutually exclusive. The findings revealed the positive experiences of
the students with this interprofessional learning activity. Three main themes emerged:
(1) the process of interprofessional learning; (2) profession-related outcomes of
interprofessional learning; and (3) patient-related outcomes of interprofessional learning.
The study indicated that interprofessional team-based learning activities enhanced
learning experiences of the students through interactive learning with other healthcare
students. Experiences of relationships that are trustful and complementary allow students
to develop confidence in knowledge transfer and in interprofessional collaboration, as
well as in providing a holistic patient-centered care. These findings substantiate the
importance and value of interprofessional learning in healthcare education.
000009883 540__ $$acorrect
000009883 592__ $$aHESAV
000009883 592__ $$bUnité de recherche en santé, HESAV
000009883 592__ $$cSanté
000009883 592__ $$dPhysiothérapie 
000009883 592__ $$dSoins infirmiers 
000009883 65017 $$aSanté
000009883 65017 $$aSoins infirmiers
000009883 6531_ $$9eng$$ainterprofessional education (IPE)
000009883 6531_ $$9eng$$ainterprofessional team-based learning
000009883 6531_ $$9eng$$ahealth care education and training
000009883 6531_ $$9eng$$anursing education
000009883 6531_ $$9eng$$aphysiotherapy education
000009883 655__ $$ascientifique
000009883 700__ $$aHo, Jacqueline Mei-Chi$$uSchool of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China
000009883 700__ $$aWong, Arnold Yu-Lok$$uDepartment of Rehabilitation Sciences, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China
000009883 700__ $$aSchoeb, Veronika$$uHESAV School of Health Sciences, HES-SO University of Applied Sciences and Arts Western Switzerland
000009883 700__ $$aChan, Alex Siu-Wing$$uDepartment of Applied Social Sciences, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China
000009883 700__ $$aTang, Patrick Ming-Kuen$$uDepartment of Anatomical and Cellular Pathology, State Key Laboratory of Translational Oncology, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
000009883 700__ $$aWong, Frances Kam-Yuet$$uSchool of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China
000009883 773__ $$jJanuary 2022, vol. 9, art. 706346$$tFrontiers in public health
000009883 906__ $$aGOLD
000009883 909CO $$ooai:hesso.tind.io:9883$$pGLOBAL_SET
000009883 950__ $$aSan2
000009883 980__ $$ascientifique
000009883 981__ $$ascientifique