Establishing and evaluating interprofessional student-led wellness assessment services focused on the elderly

Kreshnik Hoti, Jeff Hughes, Dawn Forman

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Whilst the notion that health professionals should ‘learn to work together’ is not new (Carpenter & Dickinson 2014; Leathard, 1994; Szasz, 1969), the popularity of interprofessional education (IPE) has certainly grown noticeably over recent years. There is a trend towards an increased interest in IPE not only amongst tertiary education providers and researchers but also policymakers as well (Reeves et al., 2008). In this regard, the World Health Organization (WHO) (WHO, 2010) has been emphasising the need for policymakers around the world to engage in IPE and hence better prepare their health professionals for future challenges. A variety of reasons can be attributed towards this increased interest in IPE, including increasing complexity of health care, an ageing population and increased prevalence of chronic diseases requiring multidisciplinary approaches (Reeves et al., 2008). In this regard, interprofessional collaboration and communication in practice is crucial. Interprofessional practice should be patient-focused and is expected to provide more efficient and effective patient care, including more active patient involvement in decision-making processes regarding their health (King, Shaw, Orchard, & Miller, 2010; Orchard, Curran, & Kabene, 2005).

Original languageEnglish
Title of host publicationLeading Research and Evaluation in Interprofessional Education and Collaborative Practice
PublisherPalgrave Macmillan
Pages213-236
Number of pages24
ISBN (Electronic)9781137537447
ISBN (Print)9781137537423
DOIs
Publication statusPublished - 1 Jan 2016
Externally publishedYes

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    Hoti, K., Hughes, J., & Forman, D. (2016). Establishing and evaluating interprofessional student-led wellness assessment services focused on the elderly. In Leading Research and Evaluation in Interprofessional Education and Collaborative Practice (pp. 213-236). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-53744-7_11