Maddock Bronwyn, Kumar Arunaz, Kent Fiona
Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Victoria, Australia.
Clin Teach. 2019 Apr;16(2):120-124. doi: 10.1111/tct.12796. Epub 2018 May 23.
A faculty-wide approach to curriculum design is required to ensure students within all health professional courses are provided with relevant interprofessional education opportunities across their course of study. Within the Faculty of Medicine, Nursing and Health Sciences at Monash University, Australia, a Collaborative Care Curriculum Framework was developed to detail the learning outcomes for collaborative care for pre-registration students.
A six-stage process was undertaken. A working group was established, and existing literature, interprofessional frameworks and accreditation documents were analysed, and themes extracted. Consensus was obtained across the multiple professions (12 in our context) regarding the main themes and student learning outcomes. Multimedia was engaged to facilitate the communication of the framework across the faculty.
Keys to the successful development of the framework included reference to profession-specific accreditation requirements, incorporating patient and student perspectives, and working with multimedia to produce clear professional documents. The outcome of the six-stage structured process was the establishment of an agreed framework for use across professions when planning an interprofessional curriculum. Subsequent benefits of developing the framework include a shared language, vision and priorities for the development of new interprofessional curriculum activities. A Collaborative Care Curriculum Framework was developed to detail the learning outcomes for pre-registration students CONCLUSION: Each stage of the framework development is outlined to allow others to replicate the process in their local context. The process undertaken and the challenges encountered are described, in addition to the subsequent benefits for faculty members and students.
需要采用全院范围的课程设计方法，以确保所有健康专业课程的学生在整个学习过程中都能获得相关的跨专业教育机会。在澳大利亚莫纳什大学医学、护理与健康科学学院，制定了一个协作护理课程框架，以详细说明预注册学生协作护理的学习成果。
采取了六个阶段的流程。成立了一个工作组，分析现有文献、跨专业框架和认证文件，并提取主题。就主要主题和学生学习成果在多个专业（在我们的情况下为12个专业）中达成了共识。利用多媒体促进该框架在全院的传播。
该框架成功开发的关键包括参考特定专业的认证要求、纳入患者和学生的观点，以及与多媒体合作制作清晰的专业文件。六个阶段结构化流程的成果是建立了一个在规划跨专业课程时供各专业使用的商定框架。制定该框架的后续好处包括为新的跨专业课程活动的开发提供一种共享语言、愿景和优先事项。制定了一个协作护理课程框架，以详细说明预注册学生的学习成果。结论：概述了框架开发的每个阶段，以便其他人能够在其当地环境中复制该过程。除了对教师和学生的后续好处外，还描述了所采取的流程和遇到的挑战。
