Multi-professional learning for nurses; breaking the boundaries

Mental health nurses can increase capability and capacity in primary care by educating practice nurses: an evaluation of an education programme in England

“…Using the train the trainer approach gave the practice nurses a different point of view, and the mental health nurses gained an appreciation of the practice nurses’ workload and skills. This interaction is important to achieve collaboration in delivering health care (Mighten ).…”

Multiprofessional education to stimulate collaboration: a circular argument and its consequences

“…Interaction is considered important to achieve collaboration in promoting health, preventing and curing disease, rehabilitation and other health-related services [5]. The chance of students socializing unilaterally in their specific domain of health care is becoming smaller [6].…”

“…Collaboration and MPE and MDT are also hindered by the fact that they are optional. Despite evidence that collaboration leads to better patient outcomes and MPE leads to better collaboration, MPE is still not obligatory [1], [3], [4], [5], [7].…”

Multiprofessional education to stimulate collaboration: a circular argument and its consequences

“…The World Health Organization (WHO) defines MPE as the process by which a group of students (or workers) in health related fields and with different educational backgrounds are learning together during certain periods of their education [ 4 ]. Interaction is considered important to achieve collaboration in promoting health, preventing and curing disease, rehabilitation and other health-related services [ 5 ]. The chance of students socializing unilaterally in their specific domain of health care is becoming smaller [ 6 ].…”

“…Collaboration and MPE and MDT are also hindered by the fact that they are optional. Despite evidence that collaboration leads to better patient outcomes and MPE leads to better collaboration, MPE is still not obligatory [ 1 ], [ 3 ], [ 4 ], [ 5 ], [ 7 ].…”