Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Interprofessional Care on 26 October 2018, available online: https://www.tandfonline.com/doi/full/10.1080/13561820.2018.1538113
Accepted author manuscript, 401 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Interprofessional Education and Practice Guide
T2 - Designing ethics-orientated interprofessional education for health and social care students
AU - Machin, Laura Louise
AU - Bellis, Keiran
AU - Dixon, Clare
AU - Morgan, Hannah
AU - Pye, Jane
AU - Spencer, Philip Mark
AU - Williams, Richard Alun
PY - 2019/11/30
Y1 - 2019/11/30
N2 - Health and social care professionals are required to work together to deliver person-centred care. Professionals therefore find themselves making decisions within multidisciplinary teams. For educators, there has been a call to bring students from differing professions together to learn to enable more effective teamwork, interprofessional communication, and collaborative practice. This multidisciplinary working is complicated by the increasingly complex nature of ethical dilemmas that health and social care professionals face. It is therefore widely recognised that the teaching and learning of ethics within health and social care courses is valuable. In this paper, we briefly make the casein support of teaching and learning health and social care ethics through the medium of interprofessional education (IPE). The purpose of this paper is provide guidance to educators intending to design ethics-orientated IPE for health and social care students. The guidance is based on the ongoing experiences of designing and implementing ethics-orientated IPE across five departments within two universities located in the North of England over a five year period. Descriptions of the ethics-orientated IPE activities are included in the guide, along with key resources recommended.
AB - Health and social care professionals are required to work together to deliver person-centred care. Professionals therefore find themselves making decisions within multidisciplinary teams. For educators, there has been a call to bring students from differing professions together to learn to enable more effective teamwork, interprofessional communication, and collaborative practice. This multidisciplinary working is complicated by the increasingly complex nature of ethical dilemmas that health and social care professionals face. It is therefore widely recognised that the teaching and learning of ethics within health and social care courses is valuable. In this paper, we briefly make the casein support of teaching and learning health and social care ethics through the medium of interprofessional education (IPE). The purpose of this paper is provide guidance to educators intending to design ethics-orientated IPE for health and social care students. The guidance is based on the ongoing experiences of designing and implementing ethics-orientated IPE across five departments within two universities located in the North of England over a five year period. Descriptions of the ethics-orientated IPE activities are included in the guide, along with key resources recommended.
U2 - 10.1080/13561820.2018.1538113
DO - 10.1080/13561820.2018.1538113
M3 - Journal article
VL - 33
SP - 608
EP - 618
JO - Journal of Interprofessional Care
JF - Journal of Interprofessional Care
SN - 1356-1820
IS - 6
ER -