Uniting Saint Louis University's Interprofessional Education Program with Organizational Learning: A Theory-Based Model to Guide IP Education and Practice
Background: Strengthening the bridge between interprofessional education and interprofessional collaborative practice to expand the integration of effective team-based health care requires new models within the health care system. Recent calls in the literature have asked for interprofessional research to do a better job of incorporating theories and explanatory models. We propose the use of organizational learning theory as an approach to modeling and supporting interprofessional collaborative practice. Methods: The current paper applies the five disciplines of organizational learning to the organization of interprofessional education competencies and course objectives in a university interprofessional education program. Results: The model also provides a guide for healthcare administrators who may utilize organizational learning theory and who support the enhancement of interprofessional collaborative practice. Conclusion: Future research could work to evaluate these objectives and competencies of health professions graduates to see how individuals contribute to organizational learning and change once in the field.
Reynolds Kueny, C., Toomey, E. C., Pole, D. C., & Hinyard, L. J. (2017). Uniting Saint Louis University's Interprofessional Education Program with Organizational Learning: A Theory-Based Model to Guide IP Education and Practice. Journal of Interprofessional Education and Practice, 6, pp. 7-14.
The definitive version is available at https://doi.org/10.1016/j.xjep.2016.11.001
Keywords and Phrases
Healthcare Administration; Interprofessional Collaborative Practice; Interprofessional Education; Interprofessional Learning Objectives; Organizational Learning
International Standard Serial Number (ISSN)
Article - Journal
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