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Yıl 2014, Cilt 1, Sayı 5, 87 - 97, 01.06.2014

Öz

The article aims that in health and social care education at Turkish Universities requires implementing interprofessional education (IPE) as a synergy of societal and educational policy and a future investment for the collaborative working. Lecturers and managers who are responsible to organize the health and social care education programmes must familiarize themselves with these common competencies where the health and social care students must have the joint learning and training. The main focus point is that we need to discuss by raising awareness in IPE in Turkey and then development of small projects to support the development of IPE. Apart from education, the Government of Turkey needs to put IPE as an investment in educational policy and practice for working in co-operation and a good social life and social solidarity.In this study it’s aimed to strengthen the meaning of interprofessional education and collaborative working.A strong leadership, management and sound decision making, clear communication, teamwork will be needed to start the IPE journey in Turkey which will be challenging to prepare and breakdown the stereotypes that already exist within the current education system. It is important to acknowledge that the competency based approach to interprofessional education (IPE) is growing and the Universities in Turkey cannot afford to stay behind this new way of educating health and social care students in the modernizing education. The real challenge will be to see IPE is securely embedded in higher education programmes and not being disregarded in academic drift. Turkish government also needs implementing IPE as a synergy of societal and educational policy and investment for the collaborative working. For this reason, the study suggests by raising awareness of IPE in Turkey and then develops small projects build upon European alliances of learning from the research of IPE in Europe and replica these learning programmes in Turkey. The curriculum alignment a new ways of teaching for health and social care students could be done on the selected faculties where the IPE can be tested out on a smaller scale

Kaynakça

  • Australian Council for Safety and Quality in Health Care (2005). National Patient Safety Education Framework. University of Sydney: The Centre for Innovation in Professional Health Education.
  • Barr, H. (1996). Ends and means in interprofessional education: Towards a typology. Education for Health, 9: 341–352.
  • Barr, H. (2002). Interprofessional education: Today, yesterday and tomorrow. London: Learning and Teaching support Network: Centre for Health Sciences and Practice.
  • Barr, H., Freeth, D., Hammick, M., Koppel, I., & Reeves, S. (2005). Effective interprofessional education: Argument, assumption and evidence. London: Blackwell Publishing.
  • Billups, JO. (1987). Interprofessional team process. Theory into Practice, 26, 146-152.
  • CAIPE (1997). The Centre for the Advancement of Interprofessional Education. Available from http://www.caipe.org.uk Canadian
  • Interprofesional Health Collaborative (CIHC) (2010). A National
  • InterprofessionalCompetency Framework. Available from www.chic.ca
  • CIPeL (2012). The Centre for Interprofessional E-Learning. Available from www.cipel.ac.uk
  • CIPW (2007). Creating an interprofessional workforce: An education and training framework for health and social care in England. In: Hughes L, (Eds). (2007). Department of
  • Health Project. CAIPE. Available from www.cipw.org.uk
  • D’Amour, D., & Oandasan, I. (2005). Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept. Journal of Interprofessional Care, 19 (Suppl. 1), 8–20.
  • Department of Health (DoH) (2001) A Health Service for All The Talents: Developing the NHS Workforce. London: Department of Health.
  • Department of Health (DoH) (2003) Streamlining quality assurance in healthcare education: Purpose and action. London: Department of Health.
  • Yazar & Anderson, E.S. (2012) Is this the right time to join Turkey to the European interprofessional education community? Journal of Interprofessional Care, 26 (2), 83- 84.
  • Yazar & Dokuztug-Ucsular, F. (2011). New horizons for interprofessional education in Turkey. Uluslararasi. Yüksekögretim Kongresi. Turkish Higher Education CongressBook. Yeni Yönelifller ve Sorunlar (UYK-2011). May, Istanbul; Vol (2). Part XI, 1399-1404.
  • Gilbert, H.V.J. (2005). Interprofessional learning and higher education structural barriers. Journal of Interprofessional Care, 19(Suppl. 1), 87–106.
  • Hammick, M., Freeth, D., Koppel, I., Reeves, S., & Barr, H. (2007). A best evidence systematic review of interprofessional education. Medical Teacher, 29, 735–751.
  • Hargreaves, D., Beere, J., Swindells, M.., Wise, D., Desforges, C., Goswami, U. (2005). About learning: Report of the Learning Working Group. Demos: London.
  • Health Canada (2003) First Minister’s Accord on Health Care Renewal. Available from www.hc-sc.gc.ca/english/hca2003/accord.html
  • Kodner, DL, Spreeuwenberg, C. (2002). Integrated care: meaning, logic, applications, and implications – a discussion paper. International Journal of Integrated Care. Vol. 2, 14.
  • Lancet Commission Report (2010). The NHS—no room for failure. Vol 380 (9858): 1968Available from www.thelancet.com
  • Leathard, A. (1994) Going Inter-professional: Working Together for Health and Welfare. London: Routledge.
  • Leathard, A. (2003). Interprofessional Collaboration. From Policy to Practice in Health and Social Care. Essex: Bruner-Routledge.
  • MacIntosh, J. & McCormack, D. (2001). Partnerships identiŞed within primary health care literature. International Journal of Nursing Studies. 38, 547 – 555
  • Meeth, L.R. (1978). Interdisciplinary Studies: Integration of Knowledge and Experience. Change. 10: 6-9.
  • Oandasan, I.& Reeves, S. (2005). Key elements for interprofessional education. Part 1: The learner, the educator and the learning context. Journal of Interprofessional Care, 19, 21–38.
  • Oxford English Dictionary (2011). Hardback. Oxford Dictionary: Oxford University Press.
  • Reeves, S, Lewin, S., Espin, S. & Zwarenstein, M. (2010). Interprofessional teamwork in health and social care. Oxford: Wiley-Blackwell.
  • Rice, K., Zwarenstein, M., Gotlib Conn, L., Kenaszchuk C., Russell A., Reeves, S. (2010). An intervention to improve interprofessional collaboration and communications: A comparative qualitative study. Journal of Interprofessional Care, 24(4): 350–361.
  • Schortel, S.M. & Kaluzny, A. (1997). Essential of Health Care Management. London: Delmar Cengage Learning.
  • Thomson, A.M., Perry, J.L., & Miller, T.K. (2007). Conceptualizing and measuring collaboration. Journal of Public Administration Research and Theory, 19(1), 23–56.
  • World Health Organization (WHO) (2009). Human Factors in Patient Safety. Review of Topics and Tools. Report for Methods and Measures Working.Group of WHO
  • Patient Safety. Geneva. Department of Human Resources for Health. World Health Organization (WHO) (2010). Framework for Action on
  • InterprofessionalEducation and Collaborative Practice. Geneva. Department of Human
  • Resources for Health.

İnterdisipliner Eğitimin (İPE) Türkiye’de Sağlık ve Sosyal Bilimler Fakülteleri için Önemi

Yıl 2014, Cilt 1, Sayı 5, 87 - 97, 01.06.2014

Öz

İnterdisipliner (disiplinler arası) eğitim (İPE) son 30 yılda uluslararası düzeyde öğretilmiştir. İPE dünyada sağlık ve sosyal hizmetler alanında, farklı kültür ve disiplinlerle harmanlanarak sürekli ve yaşam boyu öğrenmeyi esas alan bir uygulamadır. İPE interdisiplinler ilişkilerin anlaşılması ve profesyonelliği şekillendiren bir süreçtir. Türkiye'de dünyaya örnek olacak sağlık ve sosyal bölümleri açılmaktadır, bu bölümlerde ortak modüllerin müfredatta yer almasıyla İPE'nin destekleyici yaklaşımı pratiğe geçirilmiş olur. Buna ek olarak, güçlü bir kültürel değişiklik gerekir. Türkiye’de birçok üniversitede gerçekleştirilen teknolojik modernleşme İPE için iyi bir başlangıç noktası olabilir. Öğrenciler için önceden tasarlanmış senaryolar, elektronik öğrenme yöntemleriyle İPE pilot öğrenim programları sunulabilir. Şu anda iki İngiliz Üniversitesi (Coventry ve Sheffield) ortaklaşa İPE programlarını elektronik ortamda öğrencilerine sunmaktadır (CIPEL, 2012). Burada hedef kısa bir sürede, Türkiye’de İPE programını sunacak uzman profesyonellerin yetiştirilmesidir. İPE bireylerin ekip içerisinde etkili düşünebilme mekanizmalarını geliştirir, savunmacı bariyerlerini indirip, yeni görüşlere açık, dinamik ve enerji dolu, yansımalı düşünme metodlarını tanıştırır. Entegre olmuş sağlık ve sosyal eğitimi, öğrencilerin farklı meslekleri tanımalarına ve daha geniş boyutlu problem çözme yeteneğine ve yaşadıkları toplumun ihtiyaçlarına cevap verebilme beceri ve duyarlılığını kazandırır. Bu çalışmada Türkiye üniversitelerinde sağlık ve sosyal bakım ile ilgili eğitim veren bölümlerin, eğitimsel, toplumsal sinerji ve işbirlikçi çalışma için geleceğe yatırım olan interdisipliner eğitimini (İPE) müfredatlarına dahil etmelerinin gerekliliğini amaçlamıştır. Eğitim programlarını düzenlemeden sorumlu öğretim üyeleri ve idareciler interdisipliner eğitiminin (İPE), öğrencilerin ortak öğrenmelerini ve İPE yeterliliklerinden haberdar olmaları gerektiğini önerir. Yazının diğer odaklaştığı nokta, Türkiye'de İPE’nin farkındalığını arttırmak ve daha sonra bunu destekleyen küçük projelerin geliştirilmesini tartışmak olmuştur. Eğitimin dışında, sosyal hayatta İPE’nin bir toplumsal dayanışma, eğitimsel ilke ve işbirliği içinde çalışmaya yönelik bir yatırım olarak uygulamasına ihtiyaç duyulmaktadır

Kaynakça

  • Australian Council for Safety and Quality in Health Care (2005). National Patient Safety Education Framework. University of Sydney: The Centre for Innovation in Professional Health Education.
  • Barr, H. (1996). Ends and means in interprofessional education: Towards a typology. Education for Health, 9: 341–352.
  • Barr, H. (2002). Interprofessional education: Today, yesterday and tomorrow. London: Learning and Teaching support Network: Centre for Health Sciences and Practice.
  • Barr, H., Freeth, D., Hammick, M., Koppel, I., & Reeves, S. (2005). Effective interprofessional education: Argument, assumption and evidence. London: Blackwell Publishing.
  • Billups, JO. (1987). Interprofessional team process. Theory into Practice, 26, 146-152.
  • CAIPE (1997). The Centre for the Advancement of Interprofessional Education. Available from http://www.caipe.org.uk Canadian
  • Interprofesional Health Collaborative (CIHC) (2010). A National
  • InterprofessionalCompetency Framework. Available from www.chic.ca
  • CIPeL (2012). The Centre for Interprofessional E-Learning. Available from www.cipel.ac.uk
  • CIPW (2007). Creating an interprofessional workforce: An education and training framework for health and social care in England. In: Hughes L, (Eds). (2007). Department of
  • Health Project. CAIPE. Available from www.cipw.org.uk
  • D’Amour, D., & Oandasan, I. (2005). Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept. Journal of Interprofessional Care, 19 (Suppl. 1), 8–20.
  • Department of Health (DoH) (2001) A Health Service for All The Talents: Developing the NHS Workforce. London: Department of Health.
  • Department of Health (DoH) (2003) Streamlining quality assurance in healthcare education: Purpose and action. London: Department of Health.
  • Yazar & Anderson, E.S. (2012) Is this the right time to join Turkey to the European interprofessional education community? Journal of Interprofessional Care, 26 (2), 83- 84.
  • Yazar & Dokuztug-Ucsular, F. (2011). New horizons for interprofessional education in Turkey. Uluslararasi. Yüksekögretim Kongresi. Turkish Higher Education CongressBook. Yeni Yönelifller ve Sorunlar (UYK-2011). May, Istanbul; Vol (2). Part XI, 1399-1404.
  • Gilbert, H.V.J. (2005). Interprofessional learning and higher education structural barriers. Journal of Interprofessional Care, 19(Suppl. 1), 87–106.
  • Hammick, M., Freeth, D., Koppel, I., Reeves, S., & Barr, H. (2007). A best evidence systematic review of interprofessional education. Medical Teacher, 29, 735–751.
  • Hargreaves, D., Beere, J., Swindells, M.., Wise, D., Desforges, C., Goswami, U. (2005). About learning: Report of the Learning Working Group. Demos: London.
  • Health Canada (2003) First Minister’s Accord on Health Care Renewal. Available from www.hc-sc.gc.ca/english/hca2003/accord.html
  • Kodner, DL, Spreeuwenberg, C. (2002). Integrated care: meaning, logic, applications, and implications – a discussion paper. International Journal of Integrated Care. Vol. 2, 14.
  • Lancet Commission Report (2010). The NHS—no room for failure. Vol 380 (9858): 1968Available from www.thelancet.com
  • Leathard, A. (1994) Going Inter-professional: Working Together for Health and Welfare. London: Routledge.
  • Leathard, A. (2003). Interprofessional Collaboration. From Policy to Practice in Health and Social Care. Essex: Bruner-Routledge.
  • MacIntosh, J. & McCormack, D. (2001). Partnerships identiŞed within primary health care literature. International Journal of Nursing Studies. 38, 547 – 555
  • Meeth, L.R. (1978). Interdisciplinary Studies: Integration of Knowledge and Experience. Change. 10: 6-9.
  • Oandasan, I.& Reeves, S. (2005). Key elements for interprofessional education. Part 1: The learner, the educator and the learning context. Journal of Interprofessional Care, 19, 21–38.
  • Oxford English Dictionary (2011). Hardback. Oxford Dictionary: Oxford University Press.
  • Reeves, S, Lewin, S., Espin, S. & Zwarenstein, M. (2010). Interprofessional teamwork in health and social care. Oxford: Wiley-Blackwell.
  • Rice, K., Zwarenstein, M., Gotlib Conn, L., Kenaszchuk C., Russell A., Reeves, S. (2010). An intervention to improve interprofessional collaboration and communications: A comparative qualitative study. Journal of Interprofessional Care, 24(4): 350–361.
  • Schortel, S.M. & Kaluzny, A. (1997). Essential of Health Care Management. London: Delmar Cengage Learning.
  • Thomson, A.M., Perry, J.L., & Miller, T.K. (2007). Conceptualizing and measuring collaboration. Journal of Public Administration Research and Theory, 19(1), 23–56.
  • World Health Organization (WHO) (2009). Human Factors in Patient Safety. Review of Topics and Tools. Report for Methods and Measures Working.Group of WHO
  • Patient Safety. Geneva. Department of Human Resources for Health. World Health Organization (WHO) (2010). Framework for Action on
  • InterprofessionalEducation and Collaborative Practice. Geneva. Department of Human
  • Resources for Health.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Sezer DOMAC Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2014
Başvuru Tarihi 20 Şubat 2015
Kabul Tarihi
Yayınlandığı Sayı Yıl 2014, Cilt 1, Sayı 5

Kaynak Göster

Bibtex @ { jef196712, journal = {Journal of Education and Future}, issn = {2146-8249}, address = {}, publisher = {Aydın Yayıncılık}, year = {2014}, volume = {1}, number = {5}, pages = {87 - 97}, title = {İnterdisipliner Eğitimin (İPE) Türkiye’de Sağlık ve Sosyal Bilimler Fakülteleri için Önemi}, key = {cite}, author = {Domac, Sezer} }
APA Domac, S. (2014). İnterdisipliner Eğitimin (İPE) Türkiye’de Sağlık ve Sosyal Bilimler Fakülteleri için Önemi . Journal of Education and Future , 1 (5) , 87-97 . Retrieved from https://dergipark.org.tr/tr/pub/jef/issue/18637/196712
MLA Domac, S. "İnterdisipliner Eğitimin (İPE) Türkiye’de Sağlık ve Sosyal Bilimler Fakülteleri için Önemi" . Journal of Education and Future 1 (2014 ): 87-97 <https://dergipark.org.tr/tr/pub/jef/issue/18637/196712>
Chicago Domac, S. "İnterdisipliner Eğitimin (İPE) Türkiye’de Sağlık ve Sosyal Bilimler Fakülteleri için Önemi". Journal of Education and Future 1 (2014 ): 87-97
RIS TY - JOUR T1 - İnterdisipliner Eğitimin (İPE) Türkiye’de Sağlık ve Sosyal Bilimler Fakülteleri için Önemi AU - SezerDomac Y1 - 2014 PY - 2014 N1 - DO - T2 - Journal of Education and Future JF - Journal JO - JOR SP - 87 EP - 97 VL - 1 IS - 5 SN - 2146-8249- M3 - UR - Y2 - 2022 ER -
EndNote %0 Journal of Education and Future İnterdisipliner Eğitimin (İPE) Türkiye’de Sağlık ve Sosyal Bilimler Fakülteleri için Önemi %A Sezer Domac %T İnterdisipliner Eğitimin (İPE) Türkiye’de Sağlık ve Sosyal Bilimler Fakülteleri için Önemi %D 2014 %J Journal of Education and Future %P 2146-8249- %V 1 %N 5 %R %U
ISNAD Domac, Sezer . "İnterdisipliner Eğitimin (İPE) Türkiye’de Sağlık ve Sosyal Bilimler Fakülteleri için Önemi". Journal of Education and Future 1 / 5 (Haziran 2014): 87-97 .
AMA Domac S. İnterdisipliner Eğitimin (İPE) Türkiye’de Sağlık ve Sosyal Bilimler Fakülteleri için Önemi. JEF. 2014; 1(5): 87-97.
Vancouver Domac S. İnterdisipliner Eğitimin (İPE) Türkiye’de Sağlık ve Sosyal Bilimler Fakülteleri için Önemi. Journal of Education and Future. 2014; 1(5): 87-97.
IEEE S. Domac , "İnterdisipliner Eğitimin (İPE) Türkiye’de Sağlık ve Sosyal Bilimler Fakülteleri için Önemi", Journal of Education and Future, c. 1, sayı. 5, ss. 87-97, Haz. 2014
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