WHO Human Resources for Health Observer #13: Interprofessional Collaborative Practice in Primary Health Care
There is increasing interest in the ability of health-care professionals to work together, and in understanding how such collaborative practice contributes to primary health care (PHC). Interprofessional education drives the need to identify and establish enabling mechanisms for collaborative practice in PHC. This study examines six PHC practice settings from both resource-constrained and resource-rich countries in order to identify not only the enabling mechanisms that facilitate collaborative practice to support PHC, but also barriers to such practice.
Learning for real life: Patient-focused interprofessional workshops offer added value
OBJECTIVES: This paper reports relevant findings of a pilot interprofessional education (IPE) project in the Schools of Medicine and Healthcare Studies at the University of Leeds. The purpose of the paper is to make a contribution towards answering 2 questions of fundamental importance to the development of IPE. Is there a demonstrable value to learning together? What types of IPE, under what circumstances, produce what type of outcomes?
Interprofessional education in Australasia
In this Letter to the Editor, published in the Journal of Inteprofessional Care, doctor, professor, and researcher Jill Thistlethwaite reflects on the progress of (and challenges facing) interprofessional education and practice in Australia and New Zealand.
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Guest Editorial: Interprofessional Education
Doctor, professor, and researcher Jill Thistlethwaite reflects upon interprofessional education and the impact which teamwork has upon health care.
Please note: The full text of this article is only available to those with subscription access to the Wiley Online Library. Contact your institutional library or the publisher for details.
Interprofessional developments in Australia- L-TIPP (Aus) and the Way Forward
In 2007, a partnership of academics, educators and health professionals from the University of Sydney and the University of Technology Sydney (UTS) was awarded an Australian Learning and Teaching Council grant to undertake a scoping and development study to establish a national research and development agenda for interprofessional education (IPE) within higher education with the aim of enhancing collaborative health care delivery. The project was titled ‘Learning and Teaching for Interprofessional Practice in Australia (L-TIPP, Aus)’.
Building capacity in Australian interprofessional health education: Perspectives from key health and higher education stakeholders
OBJECTIVE: A substantial literature engaging with the directions and experiences of stakeholders involved in interprofessional health education exists at the international level, yet almost nothing has been published that documents and analyses the Australian experience. Accordingly, this study aimed to scope the experiences of key stakeholders in health and higher education in relation to the development of interprofessional practice capabilities in health graduates in Australia.
Interprofessional education: A review of context, learning and the research agenda
CONTEXT: Interprofessional education (IPE) is not a recent phenomenon and has been the subject of several World Health Organization reports. Its focus is on health professionals and students learning with, from and about one another to improve collaboration and the quality of patient care. The drivers for IPE include new models of health care delivery in the context of an ageing population and the increasing prevalence of long-term chronic disease, in addition to the patient safety agenda.
Interprofessional collaborative practice and relational coordination: Improving healthcare through relationships
The core values of both interprofessional collaborative practice (IPCP) and relational coordination (RC) include the provision of the best possible care through optimal communication between all participants involved in that care including professionals and support staff as well as patients and their families. Both approaches stress the need to build shared goals, shared knowledge and mutual respect across professional boundaries.
Working and Learning Across Professional Boundaries
This paper focuses on a context where interdisciplinarity intersects with interprofessionality: the work of children's services professionals who address the needs of children identified as vulnerable. It draws on evidence and perspectives from two disciplines – educational studies and health care – to consider the issues and challenges posed by learning and/or working across disciplinary boundaries and why these have proved so obdurate.
Interprofessional collaborative practice: A deconstruction
This paper uses (and perhaps abuses) deconstruction to revisit the meanings of collaboration and practice. We start with a description of deconstruction itself, as espoused by Jacques Derrida, and then move onto challenging the notion that words, such as collaboration, can have fixed meanings.