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| 61 |
Calculus Reform: Increasing STEM Retention and Post-Requisite Course Success While Closing the Retention Gap for Women and Underrepresented Minority Students
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In: Mathematics Faculty Publications and Presentations (2017)
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| 62 |
Developing collaborative partnerships with culturally and linguistically diverse families during the IEP process
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| 63 |
Bells for Books Community Service
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In: International Journal of Undergraduate Community Engagement (2017)
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| 64 |
Reflecting on a Social Studies-Mathematics Day: Integrating Content Using Multicultural Perspectives
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In: Educational Technology Faculty Publications and Presentations (2017)
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| 65 |
The Use of Visual Arts in World Language Instruction to Increase Student Motivation and Attitude
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In: Boise State University Theses and Dissertations (2017)
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| 66 |
Instructional Strategies for High School ELL Refugee Students in Mathematics
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In: Boise State University Theses and Dissertations (2017)
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| 67 |
Higher Education: The Impact on Bosnian Women Who Came as Refugees to the United States
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In: Boise State University Theses and Dissertations (2017)
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| 68 |
Form, Function, and Relevance of Contemporary Language Resource Centers
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In: Boise State University Theses and Dissertations (2017)
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| 71 |
No'oloto: Exploring the Epistemological Significance of No’oloto to the Academic Achievements of Tongan Tertiary Students in New Zealand
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| 72 |
Toward a Spirit of Interprofessional Practice: A Hermeneutic Phenomenological Study
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Abstract:
Interprofessional practice is recognised as essential in the provision of patient centred, collaborative and high quality care, contributing to improvements in the patient experience and health outcomes. This way of working is expected within healthcare; however, understandings of how best to cultivate practitioners able to ‘be’ and ‘become’ interprofessional remain problematic. To advance that understanding, this study addressed the question: ‘What are health professionals’ experiences of working with people from other disciplines?’ The multifaceted and dialectical nature of interprofessional practice, and the multiple levels of meaning inherent within it, drew me to the hermeneutic phenomenological approach informed by Martin Heidegger [1889-1976] and Hans-Georg Gadamer [1900-2002], which underpins this study. This interpretive study seeks to uncover and reveal those aspects of health professionals’ everyday experience with others that point toward what it means to ‘be’ and ‘become’ an interprofessional practitioner. In dwelling with, and gaining a deeper understanding of, the nature of events as experienced in everyday life, a more thoughtful approach to the development of interprofessional learning is opened up, where the ‘being’ and ‘becoming’ can be foregrounded. In-depth, semi structured interviews with 12 health professionals from nursing, occupational therapy, physiotherapy, speech and language therapy, medicine, social work, and midwifery were undertaken, and their understandings and perspectives of interprofessional practice gathered. The interviews used a conversation style approach, and were recorded and transcribed. Immersion in the transcripts allowed stories and unifying themes of experience and meaning to emerge, many announcing themselves as important. Interpretation focused on accounts strongly linked to ways of ‘being’ interprofessional and the ways in which these were safeguarded and preserved. Writing and rewriting helped in staying connected to the meanings that emerged from the text, bringing more depth and clarity to the interpretation process. The experience of health professionals revealed things which appear to be at the ‘heart’ of interprofessional practice, illuminating ways of ‘being’ and ‘doing’ necessary in the turning toward, working in a spirit, and in the safeguarding and preserving of interprofessional practice. The findings of this research contribute to a deeper understanding of interprofessional practice as a way of being that extends beyond known and measureable skills and knowledge, to dispositions and qualities. Dispositional qualities that come from within a person and what they care about, and from experiences that shape their understandings. This study points toward interprofessional practice as being about a spirit, not a set of competencies. Who people are, what they bring and how they act is what matters.
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Keyword:
Hermeneutic phenomenology; Interprofessional collaboration; Interprofessional competencies; Interprofessional education; Interprofessional practice; Ontological
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URL: http://hdl.handle.net/10292/10776
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| 73 |
Variations on the Theme of Integration in the "Israeli Democracy"
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In: Senior Projects Spring 2017 (2017)
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| 74 |
The Book of Embraces: A New Translation
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In: Senior Projects Spring 2017 (2017)
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| 75 |
It Takes Two: Compatibility of Perspectives between Students and Teachers and the Effects Effort has on Student Academic Achievement and Subjective Well-being
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In: Senior Projects Spring 2017 (2017)
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| 76 |
The Erasure of Culture through Education: Richard Henry Pratt's Pedagogy and the Figure of the 'Displaced Indian' in American Indian Literature
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In: Senior Projects Spring 2017 (2017)
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| 78 |
Perspectives on poetry : a writing workshop for deaf students
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| 79 |
Raymond Baesler, Veterans Heritage Project (Maricopa Community Colleges)
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| 80 |
Examining Oral Passage Reading Rate Across Three Curriculum-Based Measurement Tools for Predicting Grade-Level Proficiency
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In: Early and Special Education Faculty Publications and Presentations (2017)
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