Tidsskrift for Dansk Sundhedsvæsen juni 2019 - Side 53



opbakning sammen med en gradvis
kan med fordel integrere patienter-
gelser kan desuden bidrage med
udrulning er væsentlig for en suc-
nes perspektiver i planlægningen af
dybdegående forståelse af dynamik-
cesfuld implementering. Fremtidige
interventionen og ved udvælgelse
ken i de interprofessionelle teams.
projekter med fokus på interprofes-
af relevante effektmål.
sionelt samarbejde i klinisk praksis
Supplerende kvalitative undersø-

Referencer
1. Oosterom N, Floren LC, ten Cate O, Westerveld HE. A review of interprofessional training wards: Enhancing student
learning and patient outcomes. Medical Teacher. 2018;
2. Jakobsen F. An overview of pedagogy and organisation in clinical interprofessional training units in Sweden and
Denmark. J Interprof Care. 2016;
3. Pauzé E, Reeves S. Examining the effects of interprofessional education on mental health providers:
Findings from an updated systematic review. J Ment Health [Internet]. 2010;19(3):258–71.
Available from: http://www.ncbi.nlm.nih.gov/pubmed/20441490
4. Reeves S, Freeth D. Re-examining the evaluation of interprofessional education for community mental health teams
with a different lens: Understanding presage, process and product factors. J Psychiatr Ment Health Nurs.
2006;13(6):765–70.
5. ( WHO) WHO. Integrating mental health into primary care: A global perspective. WHO Libr. 2008;
6. Reeves S, Pelone F, Harrison R, Goldman J, Zwarenstein M. Interprofessional collaboration to improve professional
practice and healthcare outcomes. Vol. 2017, Cochrane Database of Systematic Reviews. 2017.
7. Nørgaard B, Draborg E, Vestergaard E, Odgaard E, Jensen DC, Sørensen J. Interprofessional clinical training improves self-efficacy of health care students. Med Teach. 2013;35(6).
8. Marcussen M, Norgaard B, Borgnakke K, Arnfred S. Interprofessional clinical training in mental health improves
students’ readiness for interprofessional collaboration: a non-randomized intervention study. BMC Med Educ. 2019
Jan;19(1):27.
S U N D H E D S V Æ S E N E T L I G E N U · TFDS 4–2019
53

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