# data[].attributes.body
Burford, B., Greig, P., Kelleher, M., Merriman, C., Platt, A., Richards, E., Davidson, N., & Vance, G. (2020). Effects of a single interprofessional simulation session on medical and nursing students' attitudes toward interprofessional learning and professional identity: a questionnaire study. BMC Med Educ, 20(1), 65-65. https://doi.org/10.1186/s12909-020-1971-6

Cuff, P. A. (2013). Interprofessional education for collaboration : learning how to improve health from interprofessional models across the continuum of education to practice : workshop summary. The National Academies Press.

Evans, S., Shaw, N., Ward, C., & Hayley, A. (2016). "Refreshed…reinforced…reflective": A qualitative exploration of interprofessional education facilitators' own interprofessional learning and collaborative practice. J Interprof Care, 30(6), 702-709. https://doi.org/10.1080/13561820.2016.1223025

Hägg-Martinell, A., Hult, H., Henriksson, P., & Kiessling, A. (2019). Possibilities for interprofessional learning at a Swedish acute healthcare ward not dedicated to interprofessional education: an ethnographic study. BMJ Open, 9(7), e027590-e027590. https://doi.org/10.1136/bmjopen-2018-027590

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Primarily coronary care nurses.

Any multidisciplinary team members delivering care to CCU patients.

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Transformative learning in interprofessional learning is through discussion, reflection, professional communication, and critical thinking.  It is an  evidence-based learning where learners engage in a  high scholarship conversation.

Social learning theories  and learning of communities used in the virtual and digital community based learning.

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Collaborative learning

Professional communication

Teamwork

Technology-assisted learning

Faculty development

Supported learning

Reflection

Critical thinking

.

# data[].attributes.body
The members of the collective community engage in evidence based, high scholarship conversations.

Demonstration the application of knowledge gained from interprofessional learning into complex patient care contexts; resulting improved care outcome.

Members of the group will be able to use the hours of learning towards their professional development or will be counted as part of the learning activity towards their professional registration.

Provision to give member feedback so that future learning activities and be modified accordingly.

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Use your time Learning

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Strength

Few Skilled and speciality trained staffs.

Collaboration among teams.

Critical thinking and decision-making capacity.

Adequate support from management.

Open to accept new ways of learning.

Motivated to learn on own pace and time.

Weakness

Need additional training to use virtual platforms.

Limited number of staff hold higher educational qualifications from nursing workforce.

Lack of experienced staffs .

junior staffs on shift.

Inadequate exposure or lack of training on advanced skills.

No room available to use for in-services.

Mandatory training sessions cancelled.

Lack of computers at work.

Opportunity

Support from Management for any innovative learning programmes.

Exposure to in-service sessions via online.

Access to the literature database.

Facility to use technology to enhance learning.

Opportunity to participate in virtual learning using professional development leave.

Readiness from other professions to engage in learning.

Secondment opportunities available.

High percentage of staff retention.

Access to policies and guidelines .

Threat

Direct admission to the unit .

No onsite nurse educator.

Acute stroke patient and high dependency admissions.

Increased patient flow.

Lack of funding.

Junior doctors with limited knowledge on advanced procedures.

Requires patients transfers to tertiary facility for advanced treatment.

Lack of availability of resources.

Limited chances to organise face to face learning due to pandemic related protocols.

Lack of skilled staffs in single shift.

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https://forms.office.com/r/tDmCkPApGK

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Submit your learning needs.

ECG of the week

https://ecgweekly.com/2020/03/amal-mattus-ecg-case-of-the-week-march-23-2020/

https://litfl.com/ecg-library/basics/

Lectures from experts

Management of Post Angio radial complications.

Post-acute stroke what you need to know

How to avoid medication errors

Readings

Aspden, P. (2007). Preventing medication errors. National Academies Press.

Hines, S., Kynoch, K., & Khalil, H. (2018). Effectiveness of interventions to prevent medication errors: an umbrella systematic review protocol. JBI Database System Rev Implement Rep, 16(2), 291-296. https://doi.org/10.11124/JBISRIR-2017-003481