Implementation of interprofessional learning in hospital practice.

Aim: Some universities of applied science struggle with implementing interprofessional learning due to a lack of diversity in professions. The aim of this study was to investigate whether an interprofessional learning model with an informational letter describing interprofessional learning opportunities can provide nursing students in rural areas with sufficient interprofessional learning during internships.

Design: This qualitative study utilized a hermeneutical approach.

Self-efficacy beliefs among baccalaureate nursing students - A cross-sectional, comparative study.

The aim of this study is to explore baccalaureate nursing students' self-efficacy beliefs related to theoretical coursework. Self-efficacy, i.e.

University teachers' views of interprofessional learning and their role in achieving outcomes - a qualitative study.

Over the past decade, there has been a rapid increase in higher education institutions offering opportunities for interprofessional learning (IPL) to their students. The literature presents a number of factors that contribute to effective IPL, including having trained facilitators that help optimise the learning process. Many of these IPL facilitators are university teachers and the literature provides us with some insight into their views of IPL.

Impact of professional cultures on students' perceptions of interprofessionalism: some Norwegian experiences.

Professionals bring their own personal and professional culture, competence, and interaction styles to the work setting. This study explores how undergraduate students (n = 619) at five different professional qualification programs from two Norwegian university colleges perceived interprofession education and collaboration (interprofessionalism). The student groups were drawn from nursing, occupational therapy, physical therapy, biomedical laboratory science, and radiography.

Common curricula in Norway: differential implementation and differential outcomes in undergraduate health and social care education.

In 1972 Norwegian health and educational authorities emphasized the importance of interprofessional collaboration in health care and the need to prepare students to work across boundaries. In 1995 the Norwegian government recommended a common core in curricula for undergraduate health and social educational programmes in all university colleges throughout the country in the belief that this would improve collaborative practice and deliver more effective and efficient health care. It provided no additional resources and left the colleges to exercise their discretion regarding the form that implementation should take.