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Chan, L.K., et al. (2017) Implementation of an Interprofessional Team-Based Learning Program Involving Seven Undergraduate Health and Social Care Programs from Two Universities, and Students’ Evaluation of Their Readiness for Interprofessional Learning. BMC Medical Education, 17, 12.
https://doi.org/10.1186/s12909-017-1046-5

has been cited by the following article:

• TITLE: Interprofessional Team-Based Learning: A Revealing Process for Cultivating Professional Identity among Nursing Students

  AUTHORS: Kitty Chan, Frances K. Y. Wong, Lap Ki Chan, Fraide A. Ganotice Jr.

  KEYWORDS: Interprofessional, Nursing Education, Communication, Professional Roles, Reflection

  JOURNAL NAME: Open Journal of Nursing, Vol.9 No.3, March 11, 2019

  ABSTRACT: Background: Nurses are significant healthcare team members. It is vital to examine their gains in an interprofessional education (IPE). Purpose: We aimed to examine the perceived benefits of interprofessional team-based learning (IPTBL) on the entry level nursing students. Methods: Content analysis was adopted to identify categories in the reflections of the entry-level undergraduate nursing student IPTBL experiences. Results: There were 205 (male = 34) undergraduate nursing students (response rate 82.2%) participating in the present study. In line with the Interprofessional Education Collaborative Report (IPEC) core competencies, four categories were identified: 1) Values/Ethics for Interprofessional Practice, 2) Roles/Responsibilities, 3) Interprofessional Communication, and 4) Teams and Teamwork. A new category emerged—individual learning outcomes. Conclusion: Through IP interactions and the expectation of the IP team, the nursing students had built confidence and defined the nurses’ roles.