Using a community of practice to increase leadership capacity in non-traditional settings for interprofessional student learning

Monica Moran, Carole Steketee

Research output: Chapter in Book/Conference paper › Chapter

Abstract

Virtually all educational programmes for health professionals involve work-based or practice-based learning experiences, often referred to as clinical or professional practice placements. In Australia, professional accrediting bodies mandate either that a minimum number of practice based hours must be completed prior to graduation or that students must attain a range of clinical/professional competencies that can only be achieved by prolonged exposure to practice-based learning environments.

Original languageEnglish
Title of host publicationLeading Research and Evaluation in Interprofessional Education and Collaborative Practice
EditorsDawn Forman, Marion Jones, Jill Thistlethwaite
PublisherPalgrave Macmillan
Pages253-266
Number of pages14
ISBN (Electronic)9781137537447
ISBN (Print)9781137537423
DOIs
Publication statusPublished - 1 Jan 2016
Externally publishedYes

Fingerprint

Student learning
Nontraditional
Communities of practice
Mandate
Health professionals
Graduation
Competency
Placement
Professional practice
Education
Learning environment

Cite this

Moran, M., & Steketee, C. (2016). Using a community of practice to increase leadership capacity in non-traditional settings for interprofessional student learning. In D. Forman, M. Jones, & J. Thistlethwaite (Eds.), Leading Research and Evaluation in Interprofessional Education and Collaborative Practice (pp. 253-266). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-53744-7_13
Moran, Monica ; Steketee, Carole. / Using a community of practice to increase leadership capacity in non-traditional settings for interprofessional student learning. Leading Research and Evaluation in Interprofessional Education and Collaborative Practice. editor / Dawn Forman ; Marion Jones ; Jill Thistlethwaite. Palgrave Macmillan, 2016. pp. 253-266
@inbook{38ff95d140a24b4492566ac2642f64eb,
title = "Using a community of practice to increase leadership capacity in non-traditional settings for interprofessional student learning",
abstract = "Virtually all educational programmes for health professionals involve work-based or practice-based learning experiences, often referred to as clinical or professional practice placements. In Australia, professional accrediting bodies mandate either that a minimum number of practice based hours must be completed prior to graduation or that students must attain a range of clinical/professional competencies that can only be achieved by prolonged exposure to practice-based learning environments.",
author = "Monica Moran and Carole Steketee",
year = "2016",
month = "1",
day = "1",
doi = "10.1057/978-1-137-53744-7_13",
language = "English",
isbn = "9781137537423",
pages = "253--266",
editor = "Forman, {Dawn } and Jones, {Marion } and Thistlethwaite, {Jill }",
booktitle = "Leading Research and Evaluation in Interprofessional Education and Collaborative Practice",
publisher = "Palgrave Macmillan",
address = "United Kingdom",

}

Moran, M & Steketee, C 2016, Using a community of practice to increase leadership capacity in non-traditional settings for interprofessional student learning. in D Forman, M Jones & J Thistlethwaite (eds), Leading Research and Evaluation in Interprofessional Education and Collaborative Practice. Palgrave Macmillan, pp. 253-266. https://doi.org/10.1057/978-1-137-53744-7_13

Using a community of practice to increase leadership capacity in non-traditional settings for interprofessional student learning. / Moran, Monica; Steketee, Carole.

Leading Research and Evaluation in Interprofessional Education and Collaborative Practice. ed. / Dawn Forman; Marion Jones; Jill Thistlethwaite. Palgrave Macmillan, 2016. p. 253-266.

Research output: Chapter in Book/Conference paper › Chapter

TY - CHAP

T1 - Using a community of practice to increase leadership capacity in non-traditional settings for interprofessional student learning

AU - Moran, Monica

AU - Steketee, Carole

PY - 2016/1/1

Y1 - 2016/1/1

N2 - Virtually all educational programmes for health professionals involve work-based or practice-based learning experiences, often referred to as clinical or professional practice placements. In Australia, professional accrediting bodies mandate either that a minimum number of practice based hours must be completed prior to graduation or that students must attain a range of clinical/professional competencies that can only be achieved by prolonged exposure to practice-based learning environments.

AB - Virtually all educational programmes for health professionals involve work-based or practice-based learning experiences, often referred to as clinical or professional practice placements. In Australia, professional accrediting bodies mandate either that a minimum number of practice based hours must be completed prior to graduation or that students must attain a range of clinical/professional competencies that can only be achieved by prolonged exposure to practice-based learning environments.

UR - http://www.scopus.com/inward/record.url?scp=85017612313&partnerID=8YFLogxK

U2 - 10.1057/978-1-137-53744-7_13

DO - 10.1057/978-1-137-53744-7_13

M3 - Chapter

SN - 9781137537423

SP - 253

EP - 266

BT - Leading Research and Evaluation in Interprofessional Education and Collaborative Practice

A2 - Forman, Dawn

A2 - Jones, Marion

A2 - Thistlethwaite, Jill

PB - Palgrave Macmillan

ER -

Moran M, Steketee C. Using a community of practice to increase leadership capacity in non-traditional settings for interprofessional student learning. In Forman D, Jones M, Thistlethwaite J, editors, Leading Research and Evaluation in Interprofessional Education and Collaborative Practice. Palgrave Macmillan. 2016. p. 253-266 https://doi.org/10.1057/978-1-137-53744-7_13

Access to Document