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Perit Dial Int. 2019 Sep-Oct;39(5):409-413. doi: 10.3747/pdi.2019.00021.

A Theory-Driven, Evidence-Based Approach to Implementing the ISPD Syllabus-Patients as Learners.

Author information

1
Medical School, The University of Western Australia, Perth, Western Australia, Australia moira.maley@uwa.edu.au.
2
Australasian Kidney Trials Network, Centre for Health Services Research, University of Queensland, Brisbane, Queensland, Australia.
3
School of Medicine, University of Nottingham, Nottingham, United Kingdom.
4
Centre for Technology and Innovation in Learning, University of Dundee, Dundee, Scotland, United Kingdom.
5
NICM Health Research Institute and Translational Health Research Institute (THRI), Western Sydney University, Penrith, New South Wales, Australia.
6
Clinical Innovation & Business Unit, South Western Sydney Local Health District, NSW, Australia.
7
School of Nursing, University of Sydney, Sydney, New South Wales, Australia.
8
School of Health Science, University of Tasmania, Tasmania, Australia.
9
Department of Nephrology, Princess Alexandra Hospital, Brisbane, Queensland, Australia.
10
Translational Research Institute, Brisbane, Queensland, Australia.
11
Medical School, The University of Western Australia, Perth, Western Australia, Australia.
PMID:
31501291
DOI:
10.3747/pdi.2019.00021

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