학술논문
Interprofessional education at a Brazilian public university: A document analysis.
Document Type
Academic Journal
Author
Romeu de Mazzi N; Graduate Program in Nursing Management, School of Nursing, University of Sao Paulo, Sao Paulo, Brazil.; Moreira Barbosa SB; Undergraduate Degree in Nursing, School of Nursing, University of Sao Paulo, Sao Paulo, Brazil.; Vasconcelos RO; Graduate Program in Nursing Management, School of Nursing, University of Sao Paulo, Sao Paulo, Brazil.; Mendes da Silva Souza C; Graduate Program in Nursing Management, School of Nursing, University of Sao Paulo, Sao Paulo, Brazil.; Blanco VM; Graduate Program in Nursing Management, School of Nursing, University of Sao Paulo, Sao Paulo, Brazil.; Camargo Gonçalves Germani AC; Department of Preventive Medicine, School of Medicine, University of Sao Paulo, Sao Paulo, Brazil.; Leonello VM; Department of Career Counseling, School of Nursing. University of Sao Paulo, Sao Paulo, Brazil.
Source
Publisher: Elsevier Ltd Country of Publication: England NLM ID: 101672560 Publication Model: eCollection Cited Medium: Print ISSN: 2405-8440 (Print) Linking ISSN: 24058440 NLM ISO Abbreviation: Heliyon Subsets: PubMed not MEDLINE
Subject
Language
English
ISSN
2405-8440
Abstract
Background: Interprofessional Education is considered a necessary approach to develop skills for collaborative work in the training of professionals in order to improve the quality of health care. The curricula are the guiding documents for training and should explain how Interprofessional Education is adopted in undergraduate health courses.
Objective: To analyze curricula of undergraduate health courses, from the perspective of Interprofessional Education, in a Brazilian public university.
Design: Qualitative study of document analysis.
Settings: Undergraduate health courses at a Brazilian public university.
Methods: 13 undergraduate health courses were analyzed. Data collection was conducted based on an adapted quality assessment script for Interprofessional Education. From the thematic content analysis, three analytical categories emerged.
Results: In the category "Curriculum organization and interprofessionality", the courses do not make free periods available in the curriculum, and each of the courses provide space for elective subjects at different times. In the category "Training guided by social reality and health needs" the courses propose training based on the health needs of patients from the Brazilian public health system. In the category "Learning for interprofessional action", the term "multiprofessional" characterizes learning for teamwork, with a discrete number of interprofessional disciplines.
Conclusions: The theoretical bases of IPE and organizational goals are necessary to establish training objectives, specific shared times, and mutual interests that are directed to interprofessionality. Interprofessional Education can be expanded from activities that already exist in the curricula of undergraduate courses.
Competing Interests: The authors declare no competing interests.
(© 2023 The Authors. Published by Elsevier Ltd.)
Objective: To analyze curricula of undergraduate health courses, from the perspective of Interprofessional Education, in a Brazilian public university.
Design: Qualitative study of document analysis.
Settings: Undergraduate health courses at a Brazilian public university.
Methods: 13 undergraduate health courses were analyzed. Data collection was conducted based on an adapted quality assessment script for Interprofessional Education. From the thematic content analysis, three analytical categories emerged.
Results: In the category "Curriculum organization and interprofessionality", the courses do not make free periods available in the curriculum, and each of the courses provide space for elective subjects at different times. In the category "Training guided by social reality and health needs" the courses propose training based on the health needs of patients from the Brazilian public health system. In the category "Learning for interprofessional action", the term "multiprofessional" characterizes learning for teamwork, with a discrete number of interprofessional disciplines.
Conclusions: The theoretical bases of IPE and organizational goals are necessary to establish training objectives, specific shared times, and mutual interests that are directed to interprofessionality. Interprofessional Education can be expanded from activities that already exist in the curricula of undergraduate courses.
Competing Interests: The authors declare no competing interests.
(© 2023 The Authors. Published by Elsevier Ltd.)