Tourse Robbie Welch Christler, Mooney Jean F, Shindul-Rothschild Judith, Prince James, Pulcini Joyce A, Platt Sheila, Savransky Hanna
J Interprof Care. 2008 Oct;22(5):461-74. doi: 10.1080/13561820802355615.
This paper describes the process of expanding the knowledge base and clinical practice for students in professional preparation programs in social work, nursing and education. Through a partnership of university faculty and administrators of a private school for students with learning and behavior problems, a transdisciplinary course was designed to address the need for providing future professionals an opportunity to understand multiple perspectives in the design of clinical interventions.The process of defining the course content, identifying appropriate required reading, and building connections to field work was a collaborative effort and less problematic than the logistics of implementation. Negotiating the administrative barriers to interprofessional collaboration involving curriculum innovation was more challenging. Discussion also includes the need for a shared vision and responsibility for improving practice, the practical implications of university funding and the benefits and challenges of transforming current treatment paradigms into one focused on interprofessional care.
本文描述了为社会工作、护理和教育专业预备课程的学生拓展知识库和临床实践的过程。通过大学教师与一所针对有学习和行为问题学生的私立学校管理人员的合作，设计了一门跨学科课程，以满足为未来专业人员提供机会，使其在临床干预设计中理解多种观点的需求。确定课程内容、确定合适的必读书目以及建立与实地工作联系的过程是一项合作努力，且比实施的后勤工作问题更少。协商涉及课程创新的跨专业合作的行政障碍更具挑战性。讨论还包括对改进实践的共同愿景和责任的需求、大学资金的实际影响以及将当前治疗模式转变为专注于跨专业护理模式的益处和挑战。
