Design, CoverWorld Health Organization (WHO) Health Professions Networks. Nursing and Midwifery. Human Resources for Health Framework for Action on Interprofessional Education & Collaborative Practice . Geneva, Switzerland: WHO; 2010. http://whqlibdoc.who.int/hq/2010/WHO_HRH_HPN_10.3...
Framework for action on interprofessional education and collaborative practice. Geneva: World Health Organization; 2010. Available from: http://whqlibdoc.who.int/hq/2010/WHO_HRH_HPN_10.3_eng.pdf Google Scholar Richardson D, Calder L, Dean H, Glover Takahashi S, Lebel P, Maniate J, et ...
Group observed structured encounter (GOSCE) for third-year medical students improves self-assessment of clinical communication Med. Teach. (2017), pp. 1-5 Google Scholar [39] N.E. Hagemeier, R. Hess Jr., K.S. Hagen, E.L. Sorah Impact of an interprofessional communication course on nursin...
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A recommendation on recommendations No abstract is available for this article. DE Lawson,SC Siegel - 《Ajr American Journal of Roentgenology》 被引量: 14发表: 1997年 Partnership to promote interprofessional education and practice for population and public health informatics: A case study Team-based ...
- 《Journal of Interprofessional Care》 被引量: 46发表: 2009年 Towards a clinical framework for collaboration between general and complementary practitioners: Discussion paper While welcoming Gustavsen's exploration of issues of scale and wider influence in action research, which argues that we need ...
Publications for which the term “competence” was used in a different context to that of the research questions, such as in a patient’s competence for decision making in a medical or legal context for example, were excluded, as were those focused solely on the technical content of a ...
Our work on the SPIRIT Action Framework has focused on detailing the research segment in Fig. 1. However, he Framework provides a structure to explore the role of other factors outlined in the top hemisphere and the way in which they interact with research. For example, future work could exp...
As a result of these carefully drawn distinctions, service learning has survived throughout the years as a formal construct that allows for academic foundations, community engagement, and assessment. With the recent expansion in global health competency sets, including those with interprofessional ...
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