Multi-Professional Learning for Nurses

1. Front Matter

   Pages i-xvi

   PDF

2. The Context — Why the Current Interest?

   • Stuart Cable

   Pages 1-24

3. Multi-professional Education: Definitions and Perspectives

   • Tony Leiba

   Pages 25-39

4. Joint Training for Integrated Care

   • Dave Sims

   Pages 40-60

5. Inter-professional Teaching Programme on Normal Labour for Midwifery and Medical Students

   • Margaret McCarey, Gary Mires

   Pages 61-83

6. Learning Clinical Skills: an Inter-professional Approach

   • Maggie Nicol, Mark Chaput de Saintonge

   Pages 84-96

7. A Perspective of Shared Teaching in Ethics

   • Cecilia Edward, Ann Roberts, June Small

   Pages 97-115

8. Evaluation of an Inter-professional Training Ward: Pilot Phase

   • Della Freeth, Scott Reeves

   Pages 116-138

9. Inter-professional Education: the Way Forward

   • Sally Glen

   Pages 139-147

10. Back Matter

    Pages 148-153

    PDF

Delivering effective health and social care, enhancing effective interprofessional collaboration and adopting effective teaching and learning strategies in the education of health and social care professionals, have become subjects of intense scrutiny and debate in recent years. This book is a timely response to an increasing number of initiatives being launched to enable collaboration between the various professions in health and social care.

Multi-Professional Learning for Nurses argues that opportunities for interprofessional experiences, teaching and learning should be consciously and deliberately built into educational programmes available to practitioners as they move along numerous pathways from education and training to work. This expertly written and carefully edited book explores key questions such as:
· Do we need multi-professional and inter-professional education and training?
· Will joint training programmes between health and social care prepare practitioners for the new integrated context in which health and social care are likely to be delivered?
· What are the constraints that are present in the planning and delivery of multi-professional and inter-professional education and training?

Written by experienced health and social care educators with leading roles in planning, implementing, and evaluating multi-professional education, this text is a valuable resource. It offers critiques, ideas and practical guidance to those developing multi-professional, intra-professional and inter-professional curricula in the changing climate of health and social care.

• care
• climate
• ethics
• evaluation
• health
• health care
• joint
• nurse
• training

SALLY GLEN is Professor of Nursing Education and Dean of St Bartholomew School of Nursing and Midwifery, City University London. She is also Secretary to the Council of Deans, on the Standing Nursing and Midwifery Advisory Committee at the Department of Health and an Institutional Reviewer for the Quality Assurance Agency. She has co-edited Clinical Skills in Nursing (Palgrave, 1999) and Problem Based Learning in Nursing (Palgrave, 2000).

TONY LEIBA is Principal Lecturer and Senior Research Fellow in the Faculty of Health at South Bank University. He has researched and published widely in the areas of interprofessional working in health and social care, and has contributed to the development of an interprofessional practice teacher course.

Policies and ethics