Research Article
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Providing Interprofessional Learning Experiences for Students of Health and Social Care: The SOYAÇ Model from Istanbul

Year 2024, Volume: 4 Issue: 2, 277 - 292, 26.08.2024
https://doi.org/10.56061/fbujohs.1404944

Abstract

The aim of our research was to determine the effectiveness of a six-month, community-based intervention on student interns’ perceptions of interdisciplinary education and interprofessional learning. All participants were registered volunteers attending the We’re at School in Üsküdar internship program coordinated by the Maltepe University Research and Application Center for Children Living and Working on the Street (Turkish acronym SOYAÇ). This model offers students of health and social care an immersive 5 days a week experience over a duration of 6 months, providing cooperative, multidisciplinary applications in a community-based context in Istanbul. A quasi-experimental, pre-post approach was used. The sample consists of 43 undergraduate and graduate students studying in the Health and Social Care Departments of two SOYAÇ stakeholder universities. Data collection tools are the Interdisciplinary Education Perception Scale and Interprofessional Learning Scale. We found increases and significant differences in posttest scores for Interprofessional Learning, Competence and Autonomy, Perception of Actual Cooperation, Readiness for Learning, and Professional Identity (p<0.05). Our findings confirm a significant beneficial impact of the SOYAÇ Model on student perceptions of interacting and cooperating with other vocations.

Ethical Statement

Ethical Statement Prior to the start of the study, approvals were obtained from the Marmara University Nonclinical Studies Ethics Committee (22.02.2020/34) and the institution where the study was conducted. The informed consent of the individuals consenting to participate in the research was received. Scale permission as obtained.

References

  • Aase, I., Aase, K., & Dieckmann, P. (2013). Teaching interprofessional teamwork in medical and nursing education in Norway: A content analysis. Journal of Interprofessional Care, 27 (3): 238-245. https://doi.org/10.3109/13561820.2012.745489
  • Annan-Diab, F., & Molinari, C. (2017). Interdisciplinarity: Practical approach to advancing education for sustainability and for the Sustainable Development Goals. The International Journal of Management Education, 15(2, Part B): 73-83. https://doi.org/10.1016/j.ijme.2017.03.006
  • Astuti, E. W., Suryani, E., & Abdullah, S. K. B. F. (2020). Implementation of one team one family-community internship program interprofessional education and collaboration (OTOF-CIPIPEC) within health students. Enfermería Clínica, 30, 28-33. https://doi.org/10.1016/j.enfcli.2019.11.018
  • Bademci, H. O. (2020). The SOYAÇ Approach with Street Involved Children and Young People in Turkey: Social and Emotional Learning in Practice. In Social and Emotional Learning in the Mediterranean (pp. 151-158): Brill Sense. https://doi.org/10.1163/9789004444515_012
  • Bademci, H. O., Warfa, N., Vural, N. B., Karadayi, E. F., Yurt, S., & Karasar, Ş. (2020). Teachers’ perceptions of an attachment-informed psychosocial programme for schoolchildren with social and emotional problems in Istanbul, Turkey: theory & practice. Journal of Social Work Practice, 34 (1): 53-65. https://dx.doi.org/10.1080/02650533.2019.1611550
  • Brehm, B., Breen, P., Brown, B., Long, L., Smith, R., Wall, A., & Warren, N. S. (2006). An interdisciplinary approach to introducing professionalism. American Journal of Pharmaceutical Education, 70 (4): 1-5. http://doi.org/10.5688/aj700481
  • Buelow, J. R., McAdams, R., Adams, A., & Rich, L. E. (2010). Interdisciplinary teamwork: student differences and teaching implications. American Journal of Health Sciences (AJHS), 1 (1): 11-22. https://doi.org/10.19030/ajhs.v1i1.988
  • Darlow, B., Coleman, K., McKinlay, E., Donovan, S., Beckingsale, L., Gray, B., & Pullon, S. (2015). The positive impact of interprofessional education: a controlled trial to evaluate a programme for health professional students. BMC medical education, 15 (1): 1-9. https://doi.org/10.1186/s12909-015-0385-3
  • Eagan, P., Cook, T., & Joeres, E. (2002). Teaching the importance of culture and interdisciplinary education for sustainable development. International Journal of Sustainability in Higher Education, 3 (1): 48-66. http://dx.doi.org/10.1108/14676370210414173
  • Eren, D., & Altug, O. S. (2021). A Strategy to Strengthen Nursing in a Globalized World: Advocacy. J Educ Res Nur. 18 (1): 65-71. http://doi.org/10.5152/jern.2021.13284
  • Finlayson, M., & Raymont, A. (2012). Teamwork–general practitioners and practice nurses working together in New Zealand. Journal of primary health care, 4(2),150-155. http://doi.org/10.1071./HC12150
  • Frenk, J., Chen, L., Bhutta, Z. A., Cohen, J., Crisp, N., Evans, T., & Kelley, P. (2010). Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The lancet, 376 (9756): 1923-1958. https://doi.org/10.1016/S0140-6736(10)61854-5
  • Goncalves, J. R. d. S. N., Goncalves, R. N., da Rosa, S. V., Orsi, J. S. R., Moyses, S. J., & Werneck, R. I. (2021). Impact of interprofessional education on the teaching and learning of higher education students: A systematic review. Nurse Education in Practice, 56:103212. https://doi.org/10.1016/j.nepr.2021.103212.
  • Gonzalez, J. M. R. (2017). Lessons Learned: Career Challenges in Training the Next Generation of Interdisciplinary Health Scientists. Pedagogy in Health Promotion, 3 (4): 234-238. https://doi.org/10.1177/2373379916680365
  • Elston, S., & Holloway I. (2001). The impact of recent primary care reforms in the UK on interprofessional working in primary care centres. Journal of Interprofessional Care, 15 (1): 19-27. https://doi.org/10.1080/13561820020022846
  • Ivanitskaya, L., Clark, D., Montgomery, G., & Primeau, R. (2002). Interdisciplinary learning: Process and outcomes. Innovative higher education, 27 (2): 95-111.
  • Lapkin, S., Levett-Jones, T., & Gilligan, C. (2013). A systematic review of the effectiveness of interprofessional education in health professional programs. Nurse education today, 33 (2): 90-102. https://doi.org/10.1016/j.nedt.2011.11.006
  • Lozano, R., Barreiro-Gen, M., Lozano, F. J., & Sammalisto, K. (2019). Teaching sustainability in European higher education institutions: Assessing the connections between competences and pedagogical approaches. Sustainability, 11 (6): 1-17. https://doi.org/10.3390/su11061602
  • Luecht, R. M., Madsen, M., Taugher, M., & Petterson, B. (1990). Assessing professional perceptions: Design and validation of an interdisciplinary education perception scale. J Allied Health, 19 (2): 181-191.
  • McCray, J. (2003). Leading interprofessional practice: a conceptual framework to support practitioners in the field of learning disability. Journal of Nursing Management, 11 (6): 387-395. https://doi.org/10.1046/j.1365-2834.2003.00430.x
  • McFadyen, A. K., Webster, V., Strachan, K., Figgins, E., Brown, H., & McKechnie, J. (2005). The Readiness for Interprofessional Learning Scale: a possible more stable sub-scale model for the original version of RIPLS. Journal of Interprofessional Care, 19 (6): 595-603. https://doi.org/10.1080/13561820500430157
  • Mahler, C., Schwarzbeck, V., Mink, J., & Goetz, K. (2018). Students perception of interprofessional education in the bachelor programme “Interprofessional Health Care” in Heidelberg, Germany: an exploratory case study. BMC medical education, 18, 1-8. https://doi.org/10.1186/s12909-018-1124-3
  • Miller, R., Scherpbier, N., van Amsterdam, L., Guedes, V., & Pype, P. (2019). Inter-professional education and primary care: EFPC position paper. Primary health care research & development, 20:e138. https://doi.org/10.1017/S1463423619000653
  • Mitchell, G. K., Tieman, J. J., & Shelby‐James, T. M. (2008). Multidisciplinary care planning and teamwork in primary care. Medical Journal of Australia, 188 (8): 61-64. https://doi.org/10.5694/j.1326-5377.2008.tb01747.x
  • Molleman, E., Broekhuis, M., Stoffels, R., & Jaspers, F. (2008). How health care complexity leads to cooperation and affects the autonomy of health care professionals. Health care analysis : HCA : journal of health philosophy and policy, 16(4), 329–341. https://doi.org/10.1007/s10728-007-0080-6
  • Moriel, D., Felix, K., & Quinlan, P. (2017). Roles and Responsibilities: Asking Nurses and Physicians What They Know, Do Not Know and Want to Know about the Other's Profession. Journal of Research in Interprofessional Practice and Education, 7 (1). https://doi.org/10.22230/jripe.2017v7n1a253
  • Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11, 19. https://doi.org/10.1186/1478-4491-11-19
  • Onan, A., Turan, S., Elcin, M., Simsek, N., & Deniz, K. Z. (2017). A test adaptation of the modified readiness for Inter-professional Learning Scale in Turkish. Indian Journal of Pharmaceutial Education and Research, 51 (2): 207-215. https://doi.org/10.5530/ijper.51.2.26
  • Petri L. (2010). Concept analysis of interdisciplinary collaboration. Nursing forum, 45(2), 73–82. https://doi.org/10.1111/j.1744-6198.2010.00167.x
  • Pollard, K., Miers, M. E., & Gilchrist, M. (2005). Second year scepticism: pre-qualifying health and social care students' midpoint self-assessment, attitudes and perceptions concerning interprofessional learning and working. Journal of interprofessional care, 19(3), 251–268. https://doi.org/10.1080/13561820400024225
  • Roy, D., Tripathy, S., Kar, S. K., Sharma, N., Verma, S. K., & Kaushal, V. (2020). Study of knowledge, attitude, anxiety & perceived mental healthcare need in Indian population during COVID-19 pandemic. Asian journal of psychiatry, 51: 102083. https://doi.org/10.1016/j.ajp.2020.102083
  • Sagdic, M. (2019). Türkiye’de Sosyal Bilgiler Eğitiminde Disiplinlerarası Öğretim Yaklaşımının Tarihsel Gelişimi/Historical Development of Interdisciplinary Teaching Approaches in Social Studies Education in Turkey. Journal of History Culture and Art Research, 8 (2): 390-403. https://doi.org/10.7596/taksad.v8i2.2121
  • Soubra, L., Badr, S. B., Zahran, E. M., & Aboul-Seoud, M. (2018). Effect of interprofessional education on role clarification and patient care planning by health professions students. Health Professions Education, 4 (4): 317-328. https://doi.org/10.1016/j.hpe.2017.12.005
  • Sternberg, R. J. (2008). Interdisciplinary Problem-Based Learning: An Alternative to Traditional Majors and Minors. Liberal Education, 94 (1): 12-17. Doi:10.1007/978-3-319-32928-4-17.
  • https://www.academia.edu/33029009/Interdisciplinary_Problem_Based_Learning_A_Student_Centered_Pedagogy_to_Teach_Social_Sustainable_Development_in_Higher_Education.
  • Street, K. N., Eaton, N., Clarke, B., Ellis, M., Young, P. M., Hunt, L., & Emond, A. (2007). Child disability case studies: an interprofessional learning opportunity for medical students and paediatric nursing students. Medical education, 41 (8): 771-780. https://doi.org/10.1111/j.1365-2923.2007.02800.x
  • Stull, C. L., & Blue, C. M. (2016). Examining the influence of professional identity formation on the attitudes of students towards interprofessional collaboration. Journal of Interprofessional Care, 30 (1): 90-96. https://doi.org/10.1016/j.ajp.2020.102083
  • Terzioglu, F., Aktas, D., Ertug, N., & Boztepe, H. (2019). Interdisciplinary Education Perception Scale: Validity and Reliability Studies/Disiplinlerarasi Egitim Algisi Olceginin (DEAO) Gecerlik ve Guvenirlik Calismasi. Journal of Education and Research in Nursing, 16 (1): 15-20. DOI: 10.5222/HEAD.2019.015
  • Timmel, J., Kent, P. S., Holzmueller, C. G., Paine, L., Schulick, R. D., & Pronovost, P. J. (2010). Impact of the Comprehensive Unit-based Safety Program (CUSP) on safety culture in a surgical inpatient unit. The Joint Commission Journal on Quality and Patient Safety, 36 (6): 252-260. https://doi.org/10.1016/s1553-7250(10)36040-5
  • Valentine, M. A., Nembhard, I. M., & Edmondson, A. C. (2015). Measuring teamwork in health care settings: a review of survey instruments. Medical care, 53 (4): e16-e30. https://doi.org/10.1097/MLR.0b013e31827feef6
  • Wanchai, A., Prathumtone, V., Wangruangsatid, R., Rungsiyanond, J., Wiriyapramote, P., Rasiri, S., & Kooariyakul, A. (2020). The Effects of the Interprofessional Education on Readiness for Interprofessional Learning of Health Science Students. Amarjeet Kaur Sandhu, 12 (4): 421. https://doi.org/10.37506/ijone.v12i4.11211
  • Wang, J. N., & Petrini, M. A. (2018). Impacts of a simulation-based interprofessional intervention on Chinese health students. Clinical Simulation in Nursing, 15, 1-12. https://doi.org/10.1016/j.ecns.2017.09.002
  • Wagner, A., Lohmann, G., & Prange, M. (2011). Arctic river discharge trends since 7 ka BP. Global and Planetary Change, 79 (1-2): 48-60.

Sağlık ve Sosyal Bakım Öğrencilerine Mesleklerarası Öğrenme Deneyimleri Sağlamak: İstanbuldan SOYAÇ Modeli

Year 2024, Volume: 4 Issue: 2, 277 - 292, 26.08.2024
https://doi.org/10.56061/fbujohs.1404944

Abstract

Araştırmamızın amacı, stajyer öğrencilerin disiplinlerarası eğitim ve meslekler arası öğrenmeye ilişkin algıları üzerinde altı aylık toplum temelli bir müdahalenin etkinliğini belirlemekti. Katılımcıların tamamı Maltepe Üniversitesi Sokakta Yaşayan ve Çalışan Çocuklar Araştırma ve Uygulama Merkezi (Türkçe kısaltması SOYAÇ) tarafından koordine edilen Üsküdar'da Okuldayız staj programına katılan kayıtlı gönüllülerden oluştu. Bu model, sağlık ve sosyal bakım öğrencilerine 6 ay boyunca haftanın 5 günü sürükleyici bir deneyim sunarak İstanbul'da toplum temelli bir bağlamda işbirlikçi, çok disiplinli uygulamalar sağlar. Yarı deneysel, ön-sonraki bir yaklaşım kullanıldı. Örneklemi SOYAÇ'ın paydaş iki üniversitesinin Sağlık ve Sosyal Hizmetler Bölümlerinde öğrenim gören 43 lisans ve yüksek lisans öğrencisi oluşturmaktadır. Veri toplama araçları Disiplinlerarası Eğitim Algı Ölçeği ve Mesleklerarası Öğrenme Ölçeği'dir. Mesleklerarası Öğrenme, Yetkinlik ve Özerklik, Gerçek İşbirliği Algısı, Öğrenmeye Hazır Olma ve Mesleki Kimlik son test puanlarında artışlar ve anlamlı farklılıklar bulduk (p<0.05). Bulgularımız, SOYAÇ Modeli'nin öğrencilerin diğer mesleklerle etkileşime girme ve işbirliği yapma algıları üzerinde önemli ve faydalı bir etkisi olduğunu doğrulamaktadır.

References

  • Aase, I., Aase, K., & Dieckmann, P. (2013). Teaching interprofessional teamwork in medical and nursing education in Norway: A content analysis. Journal of Interprofessional Care, 27 (3): 238-245. https://doi.org/10.3109/13561820.2012.745489
  • Annan-Diab, F., & Molinari, C. (2017). Interdisciplinarity: Practical approach to advancing education for sustainability and for the Sustainable Development Goals. The International Journal of Management Education, 15(2, Part B): 73-83. https://doi.org/10.1016/j.ijme.2017.03.006
  • Astuti, E. W., Suryani, E., & Abdullah, S. K. B. F. (2020). Implementation of one team one family-community internship program interprofessional education and collaboration (OTOF-CIPIPEC) within health students. Enfermería Clínica, 30, 28-33. https://doi.org/10.1016/j.enfcli.2019.11.018
  • Bademci, H. O. (2020). The SOYAÇ Approach with Street Involved Children and Young People in Turkey: Social and Emotional Learning in Practice. In Social and Emotional Learning in the Mediterranean (pp. 151-158): Brill Sense. https://doi.org/10.1163/9789004444515_012
  • Bademci, H. O., Warfa, N., Vural, N. B., Karadayi, E. F., Yurt, S., & Karasar, Ş. (2020). Teachers’ perceptions of an attachment-informed psychosocial programme for schoolchildren with social and emotional problems in Istanbul, Turkey: theory & practice. Journal of Social Work Practice, 34 (1): 53-65. https://dx.doi.org/10.1080/02650533.2019.1611550
  • Brehm, B., Breen, P., Brown, B., Long, L., Smith, R., Wall, A., & Warren, N. S. (2006). An interdisciplinary approach to introducing professionalism. American Journal of Pharmaceutical Education, 70 (4): 1-5. http://doi.org/10.5688/aj700481
  • Buelow, J. R., McAdams, R., Adams, A., & Rich, L. E. (2010). Interdisciplinary teamwork: student differences and teaching implications. American Journal of Health Sciences (AJHS), 1 (1): 11-22. https://doi.org/10.19030/ajhs.v1i1.988
  • Darlow, B., Coleman, K., McKinlay, E., Donovan, S., Beckingsale, L., Gray, B., & Pullon, S. (2015). The positive impact of interprofessional education: a controlled trial to evaluate a programme for health professional students. BMC medical education, 15 (1): 1-9. https://doi.org/10.1186/s12909-015-0385-3
  • Eagan, P., Cook, T., & Joeres, E. (2002). Teaching the importance of culture and interdisciplinary education for sustainable development. International Journal of Sustainability in Higher Education, 3 (1): 48-66. http://dx.doi.org/10.1108/14676370210414173
  • Eren, D., & Altug, O. S. (2021). A Strategy to Strengthen Nursing in a Globalized World: Advocacy. J Educ Res Nur. 18 (1): 65-71. http://doi.org/10.5152/jern.2021.13284
  • Finlayson, M., & Raymont, A. (2012). Teamwork–general practitioners and practice nurses working together in New Zealand. Journal of primary health care, 4(2),150-155. http://doi.org/10.1071./HC12150
  • Frenk, J., Chen, L., Bhutta, Z. A., Cohen, J., Crisp, N., Evans, T., & Kelley, P. (2010). Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The lancet, 376 (9756): 1923-1958. https://doi.org/10.1016/S0140-6736(10)61854-5
  • Goncalves, J. R. d. S. N., Goncalves, R. N., da Rosa, S. V., Orsi, J. S. R., Moyses, S. J., & Werneck, R. I. (2021). Impact of interprofessional education on the teaching and learning of higher education students: A systematic review. Nurse Education in Practice, 56:103212. https://doi.org/10.1016/j.nepr.2021.103212.
  • Gonzalez, J. M. R. (2017). Lessons Learned: Career Challenges in Training the Next Generation of Interdisciplinary Health Scientists. Pedagogy in Health Promotion, 3 (4): 234-238. https://doi.org/10.1177/2373379916680365
  • Elston, S., & Holloway I. (2001). The impact of recent primary care reforms in the UK on interprofessional working in primary care centres. Journal of Interprofessional Care, 15 (1): 19-27. https://doi.org/10.1080/13561820020022846
  • Ivanitskaya, L., Clark, D., Montgomery, G., & Primeau, R. (2002). Interdisciplinary learning: Process and outcomes. Innovative higher education, 27 (2): 95-111.
  • Lapkin, S., Levett-Jones, T., & Gilligan, C. (2013). A systematic review of the effectiveness of interprofessional education in health professional programs. Nurse education today, 33 (2): 90-102. https://doi.org/10.1016/j.nedt.2011.11.006
  • Lozano, R., Barreiro-Gen, M., Lozano, F. J., & Sammalisto, K. (2019). Teaching sustainability in European higher education institutions: Assessing the connections between competences and pedagogical approaches. Sustainability, 11 (6): 1-17. https://doi.org/10.3390/su11061602
  • Luecht, R. M., Madsen, M., Taugher, M., & Petterson, B. (1990). Assessing professional perceptions: Design and validation of an interdisciplinary education perception scale. J Allied Health, 19 (2): 181-191.
  • McCray, J. (2003). Leading interprofessional practice: a conceptual framework to support practitioners in the field of learning disability. Journal of Nursing Management, 11 (6): 387-395. https://doi.org/10.1046/j.1365-2834.2003.00430.x
  • McFadyen, A. K., Webster, V., Strachan, K., Figgins, E., Brown, H., & McKechnie, J. (2005). The Readiness for Interprofessional Learning Scale: a possible more stable sub-scale model for the original version of RIPLS. Journal of Interprofessional Care, 19 (6): 595-603. https://doi.org/10.1080/13561820500430157
  • Mahler, C., Schwarzbeck, V., Mink, J., & Goetz, K. (2018). Students perception of interprofessional education in the bachelor programme “Interprofessional Health Care” in Heidelberg, Germany: an exploratory case study. BMC medical education, 18, 1-8. https://doi.org/10.1186/s12909-018-1124-3
  • Miller, R., Scherpbier, N., van Amsterdam, L., Guedes, V., & Pype, P. (2019). Inter-professional education and primary care: EFPC position paper. Primary health care research & development, 20:e138. https://doi.org/10.1017/S1463423619000653
  • Mitchell, G. K., Tieman, J. J., & Shelby‐James, T. M. (2008). Multidisciplinary care planning and teamwork in primary care. Medical Journal of Australia, 188 (8): 61-64. https://doi.org/10.5694/j.1326-5377.2008.tb01747.x
  • Molleman, E., Broekhuis, M., Stoffels, R., & Jaspers, F. (2008). How health care complexity leads to cooperation and affects the autonomy of health care professionals. Health care analysis : HCA : journal of health philosophy and policy, 16(4), 329–341. https://doi.org/10.1007/s10728-007-0080-6
  • Moriel, D., Felix, K., & Quinlan, P. (2017). Roles and Responsibilities: Asking Nurses and Physicians What They Know, Do Not Know and Want to Know about the Other's Profession. Journal of Research in Interprofessional Practice and Education, 7 (1). https://doi.org/10.22230/jripe.2017v7n1a253
  • Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11, 19. https://doi.org/10.1186/1478-4491-11-19
  • Onan, A., Turan, S., Elcin, M., Simsek, N., & Deniz, K. Z. (2017). A test adaptation of the modified readiness for Inter-professional Learning Scale in Turkish. Indian Journal of Pharmaceutial Education and Research, 51 (2): 207-215. https://doi.org/10.5530/ijper.51.2.26
  • Petri L. (2010). Concept analysis of interdisciplinary collaboration. Nursing forum, 45(2), 73–82. https://doi.org/10.1111/j.1744-6198.2010.00167.x
  • Pollard, K., Miers, M. E., & Gilchrist, M. (2005). Second year scepticism: pre-qualifying health and social care students' midpoint self-assessment, attitudes and perceptions concerning interprofessional learning and working. Journal of interprofessional care, 19(3), 251–268. https://doi.org/10.1080/13561820400024225
  • Roy, D., Tripathy, S., Kar, S. K., Sharma, N., Verma, S. K., & Kaushal, V. (2020). Study of knowledge, attitude, anxiety & perceived mental healthcare need in Indian population during COVID-19 pandemic. Asian journal of psychiatry, 51: 102083. https://doi.org/10.1016/j.ajp.2020.102083
  • Sagdic, M. (2019). Türkiye’de Sosyal Bilgiler Eğitiminde Disiplinlerarası Öğretim Yaklaşımının Tarihsel Gelişimi/Historical Development of Interdisciplinary Teaching Approaches in Social Studies Education in Turkey. Journal of History Culture and Art Research, 8 (2): 390-403. https://doi.org/10.7596/taksad.v8i2.2121
  • Soubra, L., Badr, S. B., Zahran, E. M., & Aboul-Seoud, M. (2018). Effect of interprofessional education on role clarification and patient care planning by health professions students. Health Professions Education, 4 (4): 317-328. https://doi.org/10.1016/j.hpe.2017.12.005
  • Sternberg, R. J. (2008). Interdisciplinary Problem-Based Learning: An Alternative to Traditional Majors and Minors. Liberal Education, 94 (1): 12-17. Doi:10.1007/978-3-319-32928-4-17.
  • https://www.academia.edu/33029009/Interdisciplinary_Problem_Based_Learning_A_Student_Centered_Pedagogy_to_Teach_Social_Sustainable_Development_in_Higher_Education.
  • Street, K. N., Eaton, N., Clarke, B., Ellis, M., Young, P. M., Hunt, L., & Emond, A. (2007). Child disability case studies: an interprofessional learning opportunity for medical students and paediatric nursing students. Medical education, 41 (8): 771-780. https://doi.org/10.1111/j.1365-2923.2007.02800.x
  • Stull, C. L., & Blue, C. M. (2016). Examining the influence of professional identity formation on the attitudes of students towards interprofessional collaboration. Journal of Interprofessional Care, 30 (1): 90-96. https://doi.org/10.1016/j.ajp.2020.102083
  • Terzioglu, F., Aktas, D., Ertug, N., & Boztepe, H. (2019). Interdisciplinary Education Perception Scale: Validity and Reliability Studies/Disiplinlerarasi Egitim Algisi Olceginin (DEAO) Gecerlik ve Guvenirlik Calismasi. Journal of Education and Research in Nursing, 16 (1): 15-20. DOI: 10.5222/HEAD.2019.015
  • Timmel, J., Kent, P. S., Holzmueller, C. G., Paine, L., Schulick, R. D., & Pronovost, P. J. (2010). Impact of the Comprehensive Unit-based Safety Program (CUSP) on safety culture in a surgical inpatient unit. The Joint Commission Journal on Quality and Patient Safety, 36 (6): 252-260. https://doi.org/10.1016/s1553-7250(10)36040-5
  • Valentine, M. A., Nembhard, I. M., & Edmondson, A. C. (2015). Measuring teamwork in health care settings: a review of survey instruments. Medical care, 53 (4): e16-e30. https://doi.org/10.1097/MLR.0b013e31827feef6
  • Wanchai, A., Prathumtone, V., Wangruangsatid, R., Rungsiyanond, J., Wiriyapramote, P., Rasiri, S., & Kooariyakul, A. (2020). The Effects of the Interprofessional Education on Readiness for Interprofessional Learning of Health Science Students. Amarjeet Kaur Sandhu, 12 (4): 421. https://doi.org/10.37506/ijone.v12i4.11211
  • Wang, J. N., & Petrini, M. A. (2018). Impacts of a simulation-based interprofessional intervention on Chinese health students. Clinical Simulation in Nursing, 15, 1-12. https://doi.org/10.1016/j.ecns.2017.09.002
  • Wagner, A., Lohmann, G., & Prange, M. (2011). Arctic river discharge trends since 7 ka BP. Global and Planetary Change, 79 (1-2): 48-60.
There are 43 citations in total.

Details

Primary Language English
Subjects Nursing (Other)
Journal Section Research Articles
Authors

Kamer Gür 0000-0002-2424-323X

Nurcan Kolaç 0000-0002-8258-0998

Seher Yurt 0000-0001-9972-3273

Burcu Çalık Tümerdem 0000-0001-5166-9394

Abdullah Beyhan 0000-0002-0588-4082

Özden Bademci 0000-0002-6116-1786

Publication Date August 26, 2024
Submission Date December 14, 2023
Acceptance Date March 30, 2024
Published in Issue Year 2024 Volume: 4 Issue: 2

Cite

APA Gür, K., Kolaç, N., Yurt, S., Çalık Tümerdem, B., et al. (2024). Providing Interprofessional Learning Experiences for Students of Health and Social Care: The SOYAÇ Model from Istanbul. Fenerbahçe Üniversitesi Sağlık Bilimleri Dergisi, 4(2), 277-292. https://doi.org/10.56061/fbujohs.1404944