Creating interprofessional learning capacity in children's centres – description and evaluation of a pilot project
Notice bibliographique
Résumé
Abstract Nationally, the promotion of interprofessional learning (IPL) at all levels is a key UK Government strategy aimed at improving communication, collaborative working and enhancing quality care for all service users. The development of interagency working through the provision of services for pre‐school children and their families within children's centres provides an ideal environment to promote interprofessional learning for pre‐registration health and social care students. A partnership project was established to develop new interprofessional practice learning placements for students completing social work and child branch nursing courses within two health and social care communities in a midland county and city in England. Following information on the aims and objectives of the project, children's centres opted in to participate. The Common Learning Programme North East Model for IPL was adopted as a template for managing the variability in numbers and timings for student placements. Workshops were provided to prepare IPL facilitators; students attended workshops and completed an IPL workbook as part of their learning experience. A total of 14 children's centres participated over the 2 years of the project. An action research framework was used to underpin the collection of evaluation data through questionnaires, telephone interviews and focus groups. All stakeholders were involved in workshop events to action plan for improvements following feedback from evaluations. All participating centres remained positive and encouraged other centres to participate. Problem areas highlighted and dealt with included the logistics involved in timing student placements; development and use of the IPL workbook; and ensuring enough IPL facilitators. A key factor contributing to the success of Creating Interprofessional Learning Capacity in Children's Centres has been effective partnership working with stakeholders from the higher education institutions, local authorities and the National Health Service. The benefits of IPL in providing students with an opportunity to develop into effective collaborative practitioners was recognised by those involved and resulted in a high level of commitment over the 2 years. Challenges remain and sustainability will always be an issue but gaining the ongoing commitment of all stakeholders within the children's centres themselves has been a key factor in the success of the project.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».