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Journal of Interprofessional Care Volume 32, 2018 - Issue 3
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Original Articles

Extending conceptual understanding: How interprofessional education influences affective domain development

Melanie StephensSchool of Nursing, Midwifery, Social Work and Social Science, University of Salford, Salford, EnglandCorrespondence[email protected]
&
Paula Ormandy
Pages 348-357 | Received 30 Mar 2017, Accepted 20 Dec 2017, Published online: 25 Jan 2018

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Oliver Johnson, Mohamed Bawoh, Kerrin Begg, Nellie Bell, Mohamed Boie Jalloh, David Gbao, Alhaji N’Jai, Foday Sahr, Mohamed Samai, Ann H. Kelly & Nick Sevdalis. (2023) Designing a leadership and management training curriculum for undergraduate health professions students: Lessons from the University of Sierra Leone. Global Public Health 18:1.
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Christine Randall, Lise Johns, Amary Mey, Michelle Parker-Tomlin, Nathan Reeves, Pit Cheng Chan, Elizabeth Cardell, Andrea Bialocerkowski & Gary D. Rogers. (2022) Facilitating interprofessional affective learning in health professional students through digital client documentation: a comparison of simulation modes. Journal of Interprofessional Care 36:6, pages 810-819.
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Margo L. Brewer & Helen Louise Flavell. (2020) Teamwork, collaboration and networking: self-reported behavioural change following pre-licensure interprofessional clinical learning. Journal of Interprofessional Care 34:2, pages 184-192.
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Articles from other publishers (9)

Norman Cadiz Belleza & Maureen Johnson. (2023) Designing a Conceptual Framework to Align Learning Objectives to the Interprofessional Education Collaborative Core Competencies: A Narrative Review. Philippine Journal of Physical Therapy 2:2, pages 36-52.
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Cara A. Berg-Carramusa, Matthew D. Mucha, Kimberly Somers & Nicole Piemonte. (2023) The Time Is Now: Leveraging the Affective Domain in PT Education and Clinical Practice. Journal of Physical Therapy Education 37:2, pages 102-107.
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Melanie Stephens, Lydia Hubbard, Siobhan Kelly, Andrew Clark & Lorna Chesterton. (2022) A case study of implementing interprofessional education in care home settings. Working with Older People.
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Laura Rappazzo, Sara Seagrave & Suzanne Gough. (2022) Forming and shaping of professional identity within pre-registration physiotherapy curricular: A scoping review. Nurse Education Today 109, pages 105250.
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Elizabeth Fiske, Kellie Reed Ashcraft, Adam Hege & Kristin Harmon. (2021) An Interprofessional Course on Trauma-Informed Care. Nurse Educator 46:4, pages E50-E54.
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Frank Donnelly, Paul McLiesh & Sally-Anne Bessell. (2020) Using 360° Video to Enable Affective Learning in Nursing Education. Journal of Nursing Education 59:7, pages 409-412.
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Kalpana Tawalare & Kiran Tawalare. (2020) Bloom’s taxonomy and goals of traditional education system insight from Ayurveda. International Journal of Complementary and Alternative Medicine 13:3, pages 131-133.
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Cyntia Pace Schmitz Correa, Lina Santana Hermuche, Alessandra Lamas Granero Lucchetti, Oscarina da Silva Ezequiel & Giancarlo Lucchetti. (2019) Current status of Brazilian interprofessional education: a national survey comparing physical therapy and medical schools. Revista da Associação Médica Brasileira 65:10, pages 1241-1248.
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Melanie Stephens & Paula Ormandy. (2019) An Evidence-based Approach to Measuring Affective Domain Development. Journal of Professional Nursing 35:3, pages 216-223.
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