About Us
The Interprofessional Learning Zone (IPLZ) sits within the AUT, Faculty of Health and Environmental Sciences, School of Clinical Sciences. An interprofessional steering committee oversees the ongoing development and implementation of the IPLZ. Core members of the committee are:
| Brenda Flood | Chair, Interprofessional Education |
| Shelaine Zambas and Rachel MacDiarmid | Nursing |
| Todd Stretton and Kate Waterworth | Physiotherapy |
| Heleen Reid | Occupational Therapy |
| Judith McAra-Couper | Midwifery |
| Angela Brenton-Rule | Podiatry |
| Luke Summers | Paramedicine |
| Heather Nicolls and Manorika Ratnaweera | Oral Health |
| Fi Trevelyan | An IPL Unit Leader |
| Jane Morgan | Interprofessional Education |
| Robb Hogg | Associate Dean Maori Advancement |
| Bobbi-Jo Wilson | Physiotherapy |
| TBC | Psychology |
| TBC | Psychotherapy |
| Melissa Kowalewicz | Faculty Timetable Coordinator |
| Leith Gatchell | Interprofessional Administrator |
| Student Representatives | TBC on an annual basis |
References
Flood, B., Smythe, L., Hocking, C., & Jones, M. (2019). Interprofessional practice: Beyond competence. Advances in Health Sciences Education, 24(3), 489-501. doi:10.1007/s10459-019-09879-4
Flood, B., Hocking, C., Smythe, L., & Jones, M. (2019). Working in a spirit of interprofessional practice: A hermeneutic phenomenological study. Journal of Interprofessional Care, 33(6), 744-752. https://dx.doi.org/10.1080/13561820.2019.1577810
Floyd, A., & Morrison, M. (2014). Exploring identities and cultures in interprofessional education and collaborative professional practice. Studies in Continuing Education, 36(1), 38-53. http://doi.org/10.1080/0158037X.2013.783472
Friary, P., Tolich, J., Morgan, J., Stewart, J., Gaeta, H., Flood, B., & McNaughton, S. (2018). Navigating interprofessional spaces: Experiences of clients living with Parkinson's Disease, students and clinical educators. Journal of Interprofessional Care, 32(3), 304-312. doi:10.1080/13561820.2017.1417238
Morgan, C. J., Bowmar, A., McNaughton, S., & Flood, B. (2019). Transformative learning opportunities during interprofessional healthcare practice experiences in higher education: Viewed through the lens of a threshold concepts framework. Focus on Health Professional Education: A Multi-professional Journal, 20(2), 41-54. http://doi.org/10.11157/fohpe.v20i2.301
Morgan, C. J., & McNaughton, M. (2020). Learning person-centredness interprofessionally: An uneasy student journey. Journal of Interprofessional Care, https://doi.org/10.1080/13561820.2020.1715930
Institute of Medicine. (2015). Measuring the impact of interprofessional education on collaborative practice and patient outcomes. Washington, DC: National Academies Press
O'Brien, D., McNaughton, S., Flood, B., Morgan, C. J., & Bowmar, A. (2016). Piloting an integrated, interprofessional programme for people living with Type II diabetes: outcomes and experiences. Australian Journal of Clinical Education, 1. Retrieved from http://hdl.handle.net/10292/10980
Reeves, S., Fletcher, S., Barr, H., Birch, I., Boet, S., Davies, N., . . . Kitto, S. (2016). A BEME systematic review of the effects of interprofessional education: BEME Guide No. 39. Medical Teacher, 38(7), 1-13. http://doi.org/10.3109/0142159X.2016.1173663
Thompson, B. M., Bratzler, D. W., Fisher, M. J., Torres, A., & Sparks, R. A. (2016). Working together: Using a unique approach to evaluate an interactive and clinic-based longitudinal interprofessional education experience with 13 professions. Journal of Interprofessional Care, 30(6), 754-761. http://dx.doi.org/10.1080/13561820.2016.1227962
World Health Organization. (2016). Framework on integrated people-centred health services. Retrieved from http://www.who.int/servicedeliverysafety/areas/people-centred-care/framework/en/