Competencies and frameworks in interprofessional education: A comparative analysis
Health professionals need preparation and support to work in collaborative practice teams, a requirement brought about by an aging population and increases in chronic and complex diseases. Therefore, health professions education has seen the introduction of interprofessional education (IPE) competency frameworks to provide a common lens through which disciplines can understand, describe, and implement team-based practices.
Interprofessional Health Education in Australia: Report of the Launch of the Proposal The Way Forward
The national consultation undertaken in this project – Learning and Teaching for Interprofessional Practice, Australia (L-TIPP, Aus) – revealed many examples of innovative and successful interprofessional education (IPE) initiatives developed across the Australian higher education sector.
Partnering with Patients, Families, and Communities: An Urgent Imperative for Health Care
This report outlines recommendations from the Josiah Macy Jr. Foundation conference "Patients, Families, and Communities: An Urgent Imperative for Health Care." The conference took place April 3 - 6, 2014 in Arlington, Virginia.
Interprofessional Collaboration when Working with Older People
A chapter directed at nursing students working with older people. By the end of this chapter, students should be able to:
Training to improve collaborative practice: a key component of strategy to reduce mental ill health in the offender population
Internationally there are unacceptably high numbers of people in contact with the criminal justice system (e.g. in police custody, in court, in prison) who have mental health issues. Addressing mental health in the offender population is essential to maintain public safety, improve the wellbeing of the offender and their family, reduce reoffending and the impact of this on the public purse.
Collaboration, Coproduction and Social Innovation
This chapter presents a view of social innovation as a process of knowledge coproduction between interdisciplinary actors. It offers theoretical perspectives of knowledge classification and activity theory as a means of understanding this process. It provides recommendations on how the public sector workforce may be prepared to engage in coproduction to achieve social innovation, considering some of the values and competencies they require and practical ways, through transformational learning and crossing boundary workshops, to achieve this.
IN-2-THEORY--Interprofessional theory, scholarship and collaboration: a community of practice
Theoretical awareness is essential in the development and delivery of effective interprofessional education and collaborative practice (PECP). The objective of this paper was to explain the origins and purpose of an international network, IN-2-THEORY--interprofessional theory, scholarship and collaboration: a community of practice (CoP) that aims to build theoretical rigor in IPECP. It explains why the network is viewed as a CoP and lays out the way forward for the community based on the principles for developing a CoP outlined by Wenger, McDermott, and Snyder (2002).;
Interagency Training to Support the Liaison and Diversion Agenda
In England and Wales there are an unacceptably large number of people in prison or in contact with the criminal justice system who have mental health issues. Integrated and effective interagency collaboration is required between the criminal justice system and mental health services to ensure early diagnosis, treatment, appropriate sentencing or diversion of these individuals from the criminal justice systems into mental health services. Diversion and liaison schemes are proposed as a means to integrated service provision through positioning mental health professionals wit
Enabling Collaboration Within Health Systems
Enabling collaboration is presently a topic of great interest within the Canadian health system. Perhaps due to its inherent complexity, collaboration in not easily summarized in a single definition, nor has its efficacy been validated through empirical evidence. Until proven otherwise, an ongoing justification for improving collaboration in health systems remains that it intuitively makes sense.
Interprofessional education for collaborative practice: Views from a global forum workshop
The Institute of Medicine’s Global Forum on Innovation in Health Professional Education (IOM, 2013) report looks at examples of teamwork and collaboration in education and practice that use interprofessional education (IPE) to achieve better patient care; to obtain better health outcomes; and to increase the value of educational and health care systems relative to outcomes.
