Education for integration: four pedagogical principles

Ailsa Cook (ISSH, School of Health in Social Science, University of Edinburgh, Edinburgh, UK)
John Harries (School of Health in Social Science, University of Edinburgh, Edinburgh, UK)
Guro Huby (Faculty of Health and Social Studies, Ostfold University College, Fredrikstad, Norway)

Journal of Integrated Care

ISSN: 1476-9018

Publication date: 21 December 2015

Abstract

Purpose

The purpose of this paper is to consider how postgraduate education can contribute to the effective integration of health and social care through supporting public service managers to develop the skills required for collaborative working.

Design/methodology/approach

Review of documentation from ten years of delivery of a part-time postgraduate programme for health and social care managers, critical reflection on the findings in light of relevant literature.

Findings

The health and social care managers participating in this postgraduate programme report working across complex, shifting and hidden boundaries. Effective education for integration should: ground learning in experience; develop a shared language; be inter-professional and co-produced; and support skill development.

Originality/value

This paper addresses a gap in the literature relating to the educational and development needs of health and social care managers leading collaborative working.

Keywords

Citation

Cook, A., Harries, J. and Huby, G. (2015), "Education for integration: four pedagogical principles", Journal of Integrated Care, Vol. 23 No. 6, pp. 317-326. https://doi.org/10.1108/JICA-09-2015-0035

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Publisher

:

Emerald Group Publishing Limited

Copyright © 2015, Emerald Group Publishing Limited

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