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dc.contributor.authorAlmendingen, Kari
dc.contributor.authorNilsen, Bente
dc.contributor.authorKvarme, Lisbeth Gravdal
dc.contributor.authorSaltyte Benth, Jurate
dc.identifier.citationJournal of Multidisciplinary Healthcare. 2021, 14 2249-2260.en_US
dc.description.abstractIntroduction: Society’s demands for better coordination of services for children are increasing. Interprofessional learning (IPL) has been suggested to achieve the triple aim of better services, better outcomes and reduced costs. The aims were to assess 1) to what extent students taking teacher education, health and social care programmes agreed that blended learning was a suitable approach in a mandatory IPL course, 2) to what extent they had learnt about the WHO’s core IPL competencies (roles and responsibilities, values and ethics, interprofessional communication, and teams and teamwork), and 3) the students’ ranking of the learning outcomes from different components of the IPL course. Methods: This was a quantitative cross-sectional study. Students completed an online course evaluation after a two-day combination of online and face-to-face IPL small-group training. Findings: The response rate was 25.8% (n=363). Among the students, 60.6% strongly agreed that blended learning was suitable, while 8.9% strongly disagreed. Among the respondents, 46.8%, 50.2%, 56.8% and 62.3% gained increased insight into roles and responsibilities, values and ethics, interprofessional communication, and teams and teamwork, respectively. In ascending order, students were most satisfied with the learning outcomes from the supervision (16.0%), the syllabus (28.6%), the submission assignment (42.4%), the digital learning content of Canvas (43.8%), the combination of everything (43.8%), and the IPL group discussions (78.6%). In stratified analyses, ‘teacher education and child welfare students’ were significantly more likely to gain better insight into the WHO competencies than “health and social care students”, and they were also more overall satisfied. Conclusion: Students agreed that blended learning was a suitable approach, although the learning outcomes from the face-to-face discussions were markedly higher than from other course components. While the majority had learnt something about the WHO competencies, the teacher and child welfare students achieved the best learning outcomes, including new knowledge about the WHO competencies.en_US
dc.description.sponsorshipThis study was funded by internal funding from OsloMet.en_US
dc.publisherDove Medical Pressen_US
dc.relation.ispartofseriesJournal of Multidisciplinary Healthcare;Volume 2021:14
dc.rightsNavngivelse-Ikkekommersiell 4.0 Internasjonal*
dc.subjectBlended learningen_US
dc.subjectInterprofessional learningen_US
dc.subjectHealth studiesen_US
dc.subjectSocial studiesen_US
dc.subjectTeacher educationen_US
dc.titleCore Competencies for Interprofessional Collaborative Practice among teacher education, health and social care students in a large scaled blended learning courseen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.rights.holder© 2021 Almendingen et al.en_US
dc.source.journalJournal of Multidisciplinary Healthcareen_US

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Navngivelse-Ikkekommersiell 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse-Ikkekommersiell 4.0 Internasjonal