Carole Steketee1, Dawn Forman2, Roger Dunston3, Tagrid Yassine4, Lynda R Matthews5, Rosemary Saunders6, Pam Nicol7, Selma Alliex8. 1. School of Medicine Fremantle, The University of Notre Dame Australia, Fremantle, 6959, Australia. Electronic address: carole.steketee@nd.edu.au. 2. Adjunct Professor Curtin University and Auckland University of Technology, Visiting Professor University of Derby and Chichester University. Electronic address: Dawn@ilmd.biz. 3. Faculty of Arts and Social Sciences, University of Technology, Sydney, 2007, Australia. Electronic address: Roger.Dunston@uts.edu.au. 4. Faculty of Arts and Social Sciences, University of Technology, Sydney, 2007, Australia. Electronic address: tagrid.yassine@student.uts.edu.au. 5. Ageing, Work and Health Research Unit, Faculty of Health Sciences, The University of Sydney, Sydney, 2006, Australia. Electronic address: lynda.matthews@sydney.edu.au. 6. School of Population Health, University of Western Australia, The University of Western Australia, Perth, 6009, Australia. Electronic address: rosemary.saunders@uwa.edu.au. 7. School of Paediatrics and Child Health, The University of Western Australia, Perth, 6009, Australia. Electronic address: pam.nicol@uwa.edu.au. 8. School of Nursing and Midwifery, The University of Notre Dame Australia, Fremantle, 6959, Australia. Electronic address: Selma.Alliex@nd.edu.au.
Abstract
PURPOSE: This paper reports on three interrelated Australian studies that provide a nationally coherent and evidence-informed approach to interprofessional education (IPE). Based on findings from previous studies that IPE tends to be marginalized in mainstream health curriculum, the three studies aspired to produce a range of resources that would guide the sustainable implementation of IPE across the Australian higher education sector. METHOD: Nine national universities, two peak industry bodies and a non-government organization constituted the study team. Data were gathered via a mixture of stakeholder consultations, surveys and interviews and analyzed using quantitative and qualitative methods. RESULTS & CONCLUSION: An important outcome was a curriculum renewal framework which has been used to explore the implications of the study's findings on Australian nursing. While the findings are pertinent to all health professions, nursing is well placed to take a leading role in establishing IPE as a central element of health professional education.
PURPOSE: This paper reports on three interrelated Australian studies that provide a nationally coherent and evidence-informed approach to interprofessional education (IPE). Based on findings from previous studies that IPE tends to be marginalized in mainstream health curriculum, the three studies aspired to produce a range of resources that would guide the sustainable implementation of IPE across the Australian higher education sector. METHOD: Nine national universities, two peak industry bodies and a non-government organization constituted the study team. Data were gathered via a mixture of stakeholder consultations, surveys and interviews and analyzed using quantitative and qualitative methods. RESULTS & CONCLUSION: An important outcome was a curriculum renewal framework which has been used to explore the implications of the study's findings on Australian nursing. While the findings are pertinent to all health professions, nursing is well placed to take a leading role in establishing IPE as a central element of health professional education.