Multiprofessional working, interprofessional learning and primary care: a way forward?

Across all sectors of health and social care there is a growing need for collaboration between professionals, agencies, providers and above all with the people they seek to serve. The significant challenge is how to create, within the existing and future workforce, the capability to work in multi professional teams capable of effective collaboration. The intention of this paper is to explore the implications that multi- or more specifically inter-professional learning may have for collaboration within primary care.

Opportunities and barriers to successful learning transfer: impact of critical care skills training.

Aim: This paper is a report of a study to assess the impact on nursing practice of critical care skills training for ward-based nurses.

Background: Following a government review in the UK of adult critical care provision, new ways of working were advocated to ensure that critical care services depended on the needs of the patient, not their location in the hospital. A re-conceptualization beyond service provision in high dependency units and intensive care units was required in order to deliver an integrated service.

Will opposites attract? Similarities and differences in students' perceptions of the stereotype profiles of other health and social care professional groups.

The extent to which health and social care (HSC) students hold stereotypical views of other HSC professional groups is of great potential importance to team working in health care. This paper explores students' perceptions of different HSC professional groups at the beginning of their university programmes. Findings are presented from an analysis of baseline data collected as part of the New Generation Project longitudinal cohort study which is assessing the impact of interprofessional education over time on a range of variables including stereotyping.

Developing common learning: the new generation project undergraduate curriculum model.

This paper describes the curriculum model developed for an ambitious interprofessional education programme for health and social care professions implemented in two universities in the south of England (the New Generation Project). An outline of how the New Generation Project has interpreted the meaning of interprofessional learning is presented first. This is followed by an outline of the structure of the programme, describing both learning in common and interprofessional learning components.

Are urea and creatinine values reliable indicators of azotaemia in canine babesiosis?

Serum urea and creatinine are extensively used as parameters to screen for azotaemia. Their reciprocal plots roughly correlate with glomerular filtration rate (GFR). They are, however, subject to influence by non-renal factors and to increase their specificity they are often tested concurrently.