000			03309nam a22003375i 4500
999			_c402540 _d402540
001			402540
003			ES-MaUEC
005			20240613093216.0
006			a||||fo|||| 00| 0
007			cr nn 008mamaa
008			230707s2023 sz | o |||| 0|eng d
020			_a9783031334146
024	7		_a10.1007/978-3-031-33414-6 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aR735 _b2023 EB
100			_aSmith, C. Scott _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _995415
245	1	0	_aFoundations of Interprofessional Health Education : _bAn Ecological Theory _cby C Scott Smith
250			_a1st ed. 2023
264		1	_aCham _bSpringer International Publishing _c2023
300			_a1 recurso en línea
336			_atexto _btxt _2rdacontent
337			_aelectrónico _bc _2rdamedia
338			_arecurso electrónico _bcr _2rdacarrier
505	0		_aIntroduction -- Part One: The Natural Domain -- Chapter 1. Affordances -- Chapter 2. The Classical Model -- Chapter 3. Critical Realism -- Chapter 4. Realist Affordances -- Part Two: The Mental Domain -- Chapter 5. The Life-world -- Chapter 6. Sense of Being -- Chapter 7. Emotion -- Chapter 8. "Knowing" the World -- Chapter 9. Intrinsic Expansion of the Life-world -- Chapter 10. Mediated Expansion of the Life-world -- Chapter 11. Inner Wisdom -- Part Three: The Social Domain -- Chapter 12. Behavioral Settings -- Chapter 13. Language, Rituals, and Stories -- Chapter 14. Semiotics -- Chapter 15. Revisiting Identity -- Chapter 16. Boundaries & Bridges -- Part Four: Non-Linearity -- Chapter 17. Complex Adaptive Systems -- Chapter 18. Complementarity -- Chapter 19. Dynamics -- Part Five: Application -- Chapter 20. Design & Implementation -- Chapter 21. Maintenance -- Chapter 22. Evaluation -- Chapter 23: Conclusions.
520			_aThis book is designed to introduce a theory of ecological psychology into interprofessional health education. The foundations are affordances (features in the environment that afford the opportunity to be recognized and utilized), the life-world (what the meaningful environment contains for the trainee), and behavioral-settings (person-made affordances that are permissive, supportive, or resistive to specific behaviors). Expanding the life-world is the main mechanism of learning in health care. Becoming aware of intentional and unintentional features of the behavioral setting is how we structure the curricular environment to achieve this life-world expansion. The book is structured into four domains: The Natural Domain, The Mental Domain, The Social Domain, and Non-Linearity. The final application section lays out a structure for designing, implementing, and evaluating the educational program in a professional healthcare setting. This book is ideal for clinician managers of interprofessional healthcare clinics, and for the teachers and trainees from each discipline (e.g., medicine, nursing, pharmacy, psychology, social work, etc.).
988			_aSpringer_Medicine_2023
650		7	_2embne _9138321 _aEducación sanitaria
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-031-33414-6 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b06/2024 _dz _ek _zSI