Main Article Content
This research and development aimed to develop the interprofessional education learning model for health promotion among the elderly in the community and evaluate the effectiveness of the learning model. The research was conducted in 4 stages as the following: Stage 1: study of fundamental data. The samples were faculties in nursing college and public health college (n=10). They were interviewed according to interprofessional education teaching and learning, need of teaching, and interprofessional education learning model for health promotion among the elderly in the community. Nursing students, public health students and dental public health students (n=229) under Ministry of Public Health were self-evaluated according their ability to work with an interprofessional team. Stage 2: the interprofessional education learning model design including module 1, knowing each profession; module 2, leadership; module 3, team working; and module 4, creative thinking. Stage 3: The evaluation of the effectiveness of the interprofessional education learning model based on 80/80 evaluation criteria. The learning model was implemented with the 3rd year student from 5 professions (n=35). The sample were selected using purposive sampling and willing to participate. Stage 4: The improvement of interprofessional education learning model. The data were analyzed using descriptive statistic, pair-t test and qualitative data were analyzed using content analysis. The results revealed as following:
- 1. There was no specifically content of interprofessional education learning in the nursing and public health curriculum. It was integrated in some subjects. The ability of interprofessional working of the three branch students was at moderate level. Consistent with the data from the faculties that recommended to add interprofessional education activities as an extra-curriculum.
- 2. The interprofessional education learning model for health promotion among the elderly in the community was appropriate and congruence between the learning model and the components of interprofessional education learning were at a high level. The efficiency of the learning model and achievement was E1/E2 = 81.23/83.52 which the criterion was met.
- 3. There was a significant difference in mean attitudes score toward interprofessional working and the ability to work with interprofessional team between before and after participating in learning model (p< .05). There was a high level of interprofessional collaboration skill, role of interprofessional, leadership, teamwork and creativity.
- 4. The interprofessional education learning model for health promotion among the elderly in the community compose of 4 modules: module 1, knowing each profession; module 2, leadership; module 3, team working; and module 4, creative thinking. The teaching method in all module should integrated experiential learning and reflective thinking. Moreover, engaging students creates innovations among interdisciplinary also important.
บทความที่ได้รับการตีพิมพ์ เป็นลิขสิทธิ์ของวารสารวิทยาลัยพยาบาลบรมราชชนนี กรุงเทพ ไม่สามารถนำไปตีพิมพ์ซ้ำในวารสารฉบับอื่น
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