The university/community partnership: Transdisciplinary course development

Abstract

This paper describes the process of expanding the knowledge base and clinical practice for students in professional preparation programs in social work, nursing and education. Through a partnership of university faculty and administrators of a private school for students with learning and behavior problems, a transdisciplinary course was designed to address the need for providing future professionals an opportunity to understand multiple perspectives in the design of clinical interventions.The process of defining the course content, identifying appropriate required reading, and building connections to field work was a collaborative effort and less problematic than the logistics of implementation. Negotiating the administrative barriers to interprofessional collaboration involving curriculum innovation was more challenging. Discussion also includes the need for a shared vision and responsibility for improving practice, the practical implications of university funding and the benefits and challenges of transforming current treatment paradigms into one focused on interprofessional care.

Evaluation of Nutrition and Dietetic programs in Turkey as perceived by stakeholders

“…31 However, studies have shown that program evaluations by stakeholders have contributed to the improvement of programs in different aspects and have made the programs more responsive to the needs and expectations of the society in question. [31][32][33][34][35] To develop traditional nutrition and intercultural communication skills, particularly during the internship period, modules containing expeditions to different regions were recommended. 36 In a study suggesting problem-focused teaching methods aimed at professional endeavours' life, the methods that focused on problem-solving, which should be included in such programs, were noted to better prepare dietitians for their professional lives.…”

Evaluación de la tutoría en los estudios d posgrado: construcción y validez de escalas

“…Un segundo factor, se deriva de la globalización la cual ha propiciado una mayor internacionalización de la educación superior (Bartell, 2003;Harris, 2009) mediante intercambios y estancias académicas e incluso a través del uso de las tecnologías de la información y la comunicación (Pursula, Warstat y Laaksoneni, 2005). Un tercer factor, se debe a la complejización de las disciplinas dados los avances tecnológicos acaecidos en las últimas décadas y la propia naturaleza de los problemas por resolver los cuales demandan la fertilización cruzada de varios campos disciplinarios produciendo saberes inter y transdisciplinarios (Carroll et al, 2014;Tourse et al, 2008), alentando ciertos procesos que podríamos denominar de desespecialización, es decir, cada vez se requiere dominar múltiples lenguajes disciplinarios a fin de abordar problemas complejos. Un cuarto factor se observa en el aumento de la credencialización (Stiglitz, 1975) la cual se utiliza como un medio para seleccionar a los egresados en un mercado laboral altamente competido.…”

Transforming nursing education: Development and evaluation of interprofessional clinical skills training for students on clinical placement

“…The reasons for this are numerous, including such barriers as administrative and resource differences between various education departments, and logistical difficulties in scheduling students with different timetables to be in the same place at the same time [6] . Furthermore, a strong culture of uni-professional education has existed until now.…”