Knowledge Translation of Interprofessional Collaborative Patient-Centred Practice: The Working Together Project Experience

Autor/inn/en	MacDonald, Colla J.; Archibald, Douglas; Stodel, Emma; Chambers, Larry W.; Hall, Pippa
Titel	Knowledge Translation of Interprofessional Collaborative Patient-Centred Practice: The Working Together Project Experience
Quelle	In: McGill Journal of Education, 43 (2008) 3, S.283-307 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0024-9033
Schlagwörter	Distance Education; Physicians; Nurses; Online Courses; Program Effectiveness; Foreign Countries; Learning Experience; Educational Resources; Information Dissemination; Pharmacy; Health Personnel; Health Services; Health Facilities; Professional Continuing Education; Cooperation; Evaluation Methods; Program Evaluation; Qualitative Research; Statistical Analysis; Models; Transfer of Training; Patients; Medical Care Evaluation; Interprofessional Relationship; Canada + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Physician; Doctor; Arzt; Online course; Online-Kurs; Ausland; Lernerfahrung; Bildungsmittel; Informationsverbreitung; Apotheke; Medizinisches Personal; Health service; Gesundheitsdienst; Gesundheitswesen; Gesundheitszentrum; Berufsfeldbezogener Unterricht; Weiterbildung; Co-operation; Kooperation; Programme evaluation; Programmevaluation; Qualitative Forschung; Statistische Analyse; Analogiemodell; Training; Transfer; Ausbildung; Patient; Kanada
Abstract	The Working Together (WT) project involved the design and delivery of an online learning resource for healthcare teams in long-term care (LTC) so that knowledge regarding interprofessional collaborative patient-centred practice (ICPCP) could be readily accessed and then transferred to the workplace. The purpose of this paper is to better understand the process of knowledge translation in continuing education for healthcare professionals by documenting our experiences using Lavis et al.'s (2003) organizing framework for knowledge transfer, and highlighting the impact this approach had on the design, development, delivery, and evaluation of the WT program. Fifty-nine pharmacists, physicians, nurses, and nurse practitioners from 17 LTC homes across Ontario, Canada participated in this project. The effectiveness of the knowledge translation of ICPCP through the WT project was evaluated using the Demand-Driven Learning Model (DDLM) evaluation tool (MacDonald, Breithaupt, Stodel, Farres, & Gabriel, 2002) to assess learners' reactions to the learning resource. Data from quantitative pre-post surveys and qualitative interviews revealed that learners found using the WT online resource to be a satisfactory learning experience, obtained new knowledge and skills regarding ICPCP, transferred knowledge to the workplace, and reported that learning had a positive effect on the residents they cared for. (Contains 2 figures, 4 tables, and 1 note.) (As Provided).
Anmerkungen	McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10