Validating the readiness for interprofessional learning scale


30-Apr-2020 08:02

validating the readiness for interprofessional learning scale-27

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Professional System represents the influence the health professional regulatory bodies have on affecting change.

These bodies are responsible for defining scope of practice and dealing with issues of liability.

Health Professional Learner Outcomes(Attitude Competencies) refer to the competencies learners need in order to work collaboratively.

Health Professional Learner Outcomes(Behaviour Competencies) refer to the competencies learners need in order to work collaboratively.

The terms “patient” and ”client” are used interchangeably within the 2004 Health Canada Report and this framework.

Structuring Clinical Care entails the development of documented procedures that provide a means for clarifying the expectations and responsibilities of the different partners and for (re)negotiating responsibilities.

Health Professional Learner Outcomes(Knowledge Competencies) refer to the competencies learners need in order to work collaboratively.

Faculty Development: Faculty members are supported as they learn to effectively facilitate interprofessional education.

Faculty members professional beliefs and attitudes toward collaboration are recognized as factors that can influence learners.

Health Professional Learner Outcomes refer to the competencies learners need in order to work collaboratively.

Interactional Factors influence the relationships between and among healthcare professionals.

These factors concern the extent to which individuals share a common vision and goals and the degree to which they feel a sense of belonging.

Social and Cultural Values: Creating an understanding of, and respect for, other health professionals’ roles and responsibilities is a prerequisite for collaborative patient-centred practice.



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