Capturing students' learning experiences and academic emotions at an interprofessional training ward
暂无分享,去创建一个
Klas Karlgren | Sari Ponzer | Hanna Lachmann | Unn-Britt Johansson | U. Johansson | S. Ponzer | Hanna Lachmann | Klas Karlgren | L. Benson | Lina Benson | K. Karlgren
[1] N. Bolger,et al. Diary methods: capturing life as it is lived. , 2003, Annual review of psychology.
[2] P. Clark. Examining the interface between interprofessional practice and education: Lessons learned from Norway for promoting teamwork , 2011, Journal of interprofessional care.
[3] Kirsti Lonka,et al. Interprofessional training in the context of clinical practice: goals and students' perceptions on clinical education wards , 2004, Medical education.
[4] M. Csíkszentmihályi,et al. Optimal experience in work and leisure. , 1989, Journal of personality and social psychology.
[5] Clare Morris,et al. Work‐based learning , 2010 .
[6] G. Norman. Likert scales, levels of measurement and the “laws” of statistics , 2010, Advances in health sciences education : theory and practice.
[7] Scott Reeves,et al. The effectiveness of interprofessional education: Key findings from a new systematic review , 2010, Journal of interprofessional care.
[8] Carlson Elisabeth,et al. The team builder: the role of nurses facilitating interprofessional student teams at a Swedish clinical training ward. , 2011, Nurse education in practice.
[9] L. Dahlgren,et al. Twenty years experiences of interprofessional education in Linköping – ground-breaking and sustainable , 2009, Journal of interprofessional care.
[10] S. Shiffman,et al. Capturing momentary, self-report data: A proposal for reporting guidelines , 2002, Annals of behavioral medicine : a publication of the Society of Behavioral Medicine.
[11] S. Reeves,et al. A best evidence systematic review of interprofessional education: BEME Guide no. 9 , 2007, Medical teacher.
[12] A. D. Fave,et al. The investigation of optimal experience and apathy : developmental and psychosocial implications , 2005 .
[13] K. Hakkarainen,et al. The Knowledge Creation Metaphor – An Emergent Epistemological Approach to Learning , 2005 .
[14] Sabina Siebert,et al. Pedagogy of work‐based learning: the role of the learning group , 2009 .
[15] S. Ponzer,et al. Interprofessional training in clinical practice on a training ward for healthcare students: A two-year follow-up , 2007, Journal of interprofessional care.
[16] Mikko Inkinen,et al. Research on knowledge practices with the contextual activity sampling system , 2009, CSCL.
[17] Klas Karlgren,et al. Introducing and adapting a novel method for investigating learning experiences in clinical learning environments , 2012, Informatics for health & social care.
[18] U. Hylin. INTERPROFESSIONAL EDUCATION Aspects on learning together on an interprofessional training ward , 2010 .
[19] Tim Swanwick,et al. Understanding Medical Education: Evidence, Theory and Practice, 1st edn , 2011 .
[20] O. Wahlström,et al. Preparation for becoming members of health care teams: findings from a 5-year evaluation of a student interprofessional training ward , 2011, Journal of interprofessional care.
[21] R. McNair. The case for educating health care students in professionalism as the core content of interprofessional education , 2005, Medical education.
[22] M. Csíkszentmihályi,et al. Validity and Reliability of the Experience‐Sampling Method , 1987, The Journal of nervous and mental disease.
[23] M. Scardamalia,et al. Knowledge Building: Theory, Pedagogy, and Technology , 2006 .
[24] G. Ahlström,et al. Learning through participating on an interprofessional training ward , 2009, Journal of interprofessional care.
[25] Mikko Inkinen,et al. CASS-methods and tools for investigating higher education knowledge practices , 2008, ICLS.
[26] P. Baker,et al. Framework for action on interprofessional education and collaborative practice , 2010 .
[27] A. Sfard. On Two Metaphors for Learning and the Dangers of Choosing Just One , 1998 .
[28] Kai Hakkarainen,et al. Process-and context-sensitive research on academic knowledge practices: developing CASS-tools and methods , 2007, CSCL.
[29] 野中 郁次郎,et al. The Knowledge-Creating Company: How , 1995 .
[30] J. Thistlethwaite,et al. Learning outcomes for interprofessional education (IPE): Literature review and synthesis , 2010, Journal of interprofessional care.
[31] Katariina Salmela-Aro,et al. Goal importance and related achievement beliefs and emotions during the transition from vocational school to work: Antecedents and consequences. , 2002 .
[32] Etienne Wenger,et al. Situated Learning: Legitimate Peripheral Participation , 1991 .
[33] D. Watson,et al. Development and validation of brief measures of positive and negative affect: the PANAS scales. , 1988, Journal of personality and social psychology.
[34] K. Petrides. Introduction to Psychometric Theory , 2011 .
[35] T. Goetz,et al. Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research , 2002 .
[36] Anneli Leppänen,et al. Validity of a single-item measure of stress symptoms. , 2003, Scandinavian journal of work, environment & health.
[37] E. Anderson,et al. Learning together in practice: an interprofessional education programme to appreciate teamwork , 2010, The clinical teacher.
[38] Marlene Scardamalia,et al. Computer Support for Knowledge-Building Communities , 1994 .
[39] T. Hansen,et al. This is the closest I have come to being compared to a doctor: Views of medical students on clinical clerkship in an Interprofessional Training Unit , 2010, Medical teacher.