Interdisciplinary team education promotes innovations in the home care of older people

Research output: Contribution to journalArticleScientificpeer-review

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Interdisciplinary team education promotes innovations in the home care of older people. / Pitkälä, Kaisu H.; Finne-Soveri, Harriet; Immonen, Susanna; Lehti, Tuuli; Tiilikainen, Ida; Vesterinen, Teppo; Saarinen, Esa.

In: Educational Gerontology, Vol. 44, No. 4, 03.04.2018, p. 276-287.

Research output: Contribution to journalArticleScientificpeer-review

Harvard

Pitkälä, KH, Finne-Soveri, H, Immonen, S, Lehti, T, Tiilikainen, I, Vesterinen, T & Saarinen, E 2018, 'Interdisciplinary team education promotes innovations in the home care of older people' Educational Gerontology, vol. 44, no. 4, pp. 276-287. https://doi.org/10.1080/03601277.2018.1465283

APA

Pitkälä, K. H., Finne-Soveri, H., Immonen, S., Lehti, T., Tiilikainen, I., Vesterinen, T., & Saarinen, E. (2018). Interdisciplinary team education promotes innovations in the home care of older people. Educational Gerontology, 44(4), 276-287. https://doi.org/10.1080/03601277.2018.1465283

Vancouver

Pitkälä KH, Finne-Soveri H, Immonen S, Lehti T, Tiilikainen I, Vesterinen T et al. Interdisciplinary team education promotes innovations in the home care of older people. Educational Gerontology. 2018 Apr 3;44(4):276-287. https://doi.org/10.1080/03601277.2018.1465283

Author

Pitkälä, Kaisu H. ; Finne-Soveri, Harriet ; Immonen, Susanna ; Lehti, Tuuli ; Tiilikainen, Ida ; Vesterinen, Teppo ; Saarinen, Esa. / Interdisciplinary team education promotes innovations in the home care of older people. In: Educational Gerontology. 2018 ; Vol. 44, No. 4. pp. 276-287.

Bibtex - Download

@article{6e3af9c3d57048bf9d1ec35ed0f80201,
title = "Interdisciplinary team education promotes innovations in the home care of older people",
abstract = "This article describes a new type of team training that involves undergraduate students of medicine, students from the Aalto University (industrial engineering and management, architecture, information networks, collaborative and industrial design and bioinformation technology) and specialized home care nurses. During the course, the students learned interdisciplinary teamwork and created innovations in the care of older people. The 18 participants formed six microteams (three persons in each team: one specialized nurse, one medical student and one from Aalto University). The course consisted of two seminars and 3 full days of home visits to older people’s homes. Participants were encouraged to make one innovation in each home visit that would improve the older person’s well-being or streamline the processes of home care. During the course, the participants promptly formed tight teams. They valued the know-how of the other team members and learned openly from each other. They also created a number of practical innovations in home care which they presented to executives of older people’s care in a final seminar. The course received very good feedback from the students. This course is an encouraging example of how gerontological interdisciplinary team training may be successfully applied. The article describes both the learning outcomes and the innovations the students produced during their home visits. It also discusses the learning theories behind effective interdisciplinary team learning.",
author = "Pitk{\"a}l{\"a}, {Kaisu H.} and Harriet Finne-Soveri and Susanna Immonen and Tuuli Lehti and Ida Tiilikainen and Teppo Vesterinen and Esa Saarinen",
year = "2018",
month = "4",
day = "3",
doi = "10.1080/03601277.2018.1465283",
language = "English",
volume = "44",
pages = "276--287",
journal = "Educational Gerontology",
issn = "0360-1277",
publisher = "Routledge",
number = "4",

}

RIS - Download

TY - JOUR

T1 - Interdisciplinary team education promotes innovations in the home care of older people

AU - Pitkälä, Kaisu H.

AU - Finne-Soveri, Harriet

AU - Immonen, Susanna

AU - Lehti, Tuuli

AU - Tiilikainen, Ida

AU - Vesterinen, Teppo

AU - Saarinen, Esa

PY - 2018/4/3

Y1 - 2018/4/3

N2 - This article describes a new type of team training that involves undergraduate students of medicine, students from the Aalto University (industrial engineering and management, architecture, information networks, collaborative and industrial design and bioinformation technology) and specialized home care nurses. During the course, the students learned interdisciplinary teamwork and created innovations in the care of older people. The 18 participants formed six microteams (three persons in each team: one specialized nurse, one medical student and one from Aalto University). The course consisted of two seminars and 3 full days of home visits to older people’s homes. Participants were encouraged to make one innovation in each home visit that would improve the older person’s well-being or streamline the processes of home care. During the course, the participants promptly formed tight teams. They valued the know-how of the other team members and learned openly from each other. They also created a number of practical innovations in home care which they presented to executives of older people’s care in a final seminar. The course received very good feedback from the students. This course is an encouraging example of how gerontological interdisciplinary team training may be successfully applied. The article describes both the learning outcomes and the innovations the students produced during their home visits. It also discusses the learning theories behind effective interdisciplinary team learning.

AB - This article describes a new type of team training that involves undergraduate students of medicine, students from the Aalto University (industrial engineering and management, architecture, information networks, collaborative and industrial design and bioinformation technology) and specialized home care nurses. During the course, the students learned interdisciplinary teamwork and created innovations in the care of older people. The 18 participants formed six microteams (three persons in each team: one specialized nurse, one medical student and one from Aalto University). The course consisted of two seminars and 3 full days of home visits to older people’s homes. Participants were encouraged to make one innovation in each home visit that would improve the older person’s well-being or streamline the processes of home care. During the course, the participants promptly formed tight teams. They valued the know-how of the other team members and learned openly from each other. They also created a number of practical innovations in home care which they presented to executives of older people’s care in a final seminar. The course received very good feedback from the students. This course is an encouraging example of how gerontological interdisciplinary team training may be successfully applied. The article describes both the learning outcomes and the innovations the students produced during their home visits. It also discusses the learning theories behind effective interdisciplinary team learning.

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U2 - 10.1080/03601277.2018.1465283

DO - 10.1080/03601277.2018.1465283

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JO - Educational Gerontology

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