The ICF (International Classification of Functioning, Disability and Health) as a tool to promote collaboration readiness in interdisciplinary teams
Using the example of one multiprofessional team (Feeding Team) we demonstrate how the ICF can be used to identify core competencies, show overlaps and help to integrate roles.
Developing theoretical rigour in interprofessional education
In this chapter, the author explores the meaning of theory and the role it plays in the development of interprofessional education. The chapter explores specifically the utility of the theory of social capital in the field and uses this as a case theory to present the dimensions of theoretical quality that is proposed as essential to the advancement of research, evaluation and curriculum development in this arena.
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.
Lack of theory: Educational Malpractice: Developing Theoretical Rigour in Interprofessional Education
This presentation was originally given at the EIPEN 4th European Conference on Interprofessional Practice & Education. Quality of life in health and social care. An interprofessional matter held September 11-13, 2013 in Ljubljana, Slovenia.
Learning theories and interprofessional education: A user's guide
There is increasing interest in the theoretical underpinning of interprofessional education (IPE) and writers in this field are drawing on a wide range of disciplines for theories that have utility in IPE. While this has undoubtedly enriched the research literature, for the educational practitioner, whose aim is to develop and deliver an IPE curriculum that has sound theoretical underpinnings, this plethora of theories has become a confusing, and un-navigable quagmire.
Evolving theory in interprofessional education: Conclusion report
Final report from the Economics Research Council funded seminar series on the development of theory in IPE. Precursor to development of the In-2 Theory community of practice.
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).;
Testing theory in interprofessional education: Social capital as a case study
Theory is essential to understand our interprofessional educational (IPE) practice. As a discipline, IPE has moved from being widely atheoretical to having a plethora of theories imported from the psychosocial disciplines that have utility to understand, articulate and improve IPE practice and evaluation. This paper proposes that when taking this deductive approach to theoretical development in IPE, a greater focus must now be placed on the rigorous testing of these theories within the IPE context.