INTER-PROFESSIONAL LEARNING

Inter-Professional Learning



Table of Contents

Chapter 1: INTRODUCTION3

Aims and Objectives4

Significance4

Research Questions5

Chapter 2: LITERATURE REVIEW6

Inter-Professional Learning and University Courses6

Rationale for inter-professional Education and Learning10

Course Description13

References16

Inter-Professional Learning

Chapter 1: INTRODUCTION

Inter-professional working is usually undertaken by healthcare teams comprising different professionals according to patient needs. Successful healthcare teams must share common goals and a commitment to providing the best possible care for patients. Team members must be willing to share and accept responsibility when making decisions and learn to understand and appreciate each other's strengths and limitations. They need to be open-minded and appreciate each other's opinions and be prepared to evaluate and assess their own behavior as well as the functioning of the team.

Crossing professional boundaries may mean exchanging secure for insecure feelings. Exposing personal limitations to others in the team can result in feelings of loss of status. Team-working requires practitioners to be confident with their professional identities and willing to accept equal status. Working as a member of a team requires collaboration and negotiation skills which need to be learned. It is a short step to arrive at the conclusion that those who work together in practice for the benefit of patients should be provided with opportunities to learn together at all levels of their training.

The purpose of shared learning

Planners of shared learning programmes usually incorporate two or three main goals:

to enhance understanding of others' professional roles and responsibilities

to help to develop skills needed for effective teamwork

to increase knowledge of particular clinical skills or topics.

The latter is the reason most frequently used at a post-qualifying level to enhance continuing professional development, whereas the first two are most frequently the key objectives in undergraduate shared-learning programmes.

There is evidence to support the view that shared learning can help to break down stereotypical views that professionals hold about one another. Such opportunities increase and deepen understanding of each other's roles and responsibilities, strengths and limitations, and help to develop communication and interpersonal skills. Most importantly, it is claimed that shared learning enhances the capability of individuals to work successfully as members of teams, thereby increasing their efficiency when they become practitioners, the ultimate aim being to improve the quality of patient care. These assumptions, however, have yet to be supported by evidence.

Aims and Objectives

The study of the significance of the Inter-professional Learning (IPL) course among health professionals would provide a detailed information about this trend and would further highlight it's importance.

Significance

The significance of the research study will be evaluated by highlighting the necessities of today's modern world where on must be aware of some other professions as well along with his own's. The research study will underline different definitions and perceptions about Inter-professional Learning (IPL) and it's course that need to be taught in the universities of health professionals.

Research Questions

Is the Inter-professional Learnin among Health Professionals is mandatory in this age?

What are the implications of incorporating IPL courses in the univesrities?

Would the implementation of IPL courses in universities help the students in their professional lives and careers?

Chapter 2: LITERATURE REVIEW

Inter-Professional ...