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Article
Publication date: 1 April 2005

Michelle Marshall and Frances Gordon

The current emphasis on the development of an interprofessional workforce in health and social care puts interprofessional learning at the heart of undergraduate curricula. This…

Abstract

The current emphasis on the development of an interprofessional workforce in health and social care puts interprofessional learning at the heart of undergraduate curricula. This paper explores the concept of interprofessional mentorship and considers how this role might be developed in order to facilitate interprofessional learning in the practice placement.

Details

Journal of Integrated Care, vol. 13 no. 2
Type: Research Article
ISSN: 1476-9018

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Article
Publication date: 1 June 2005

Frances Gordon and Claire Walsh

Modernised health and social care services require that qualifying practitioners have the necessary skills for them to practise collaboratively. The nature of interprofessional

Abstract

Modernised health and social care services require that qualifying practitioners have the necessary skills for them to practise collaboratively. The nature of interprofessional working is, however, poorly understood. This article describes the development of learning outcomes regarding interprofessional working that are relevant to all professions.

Details

Journal of Integrated Care, vol. 13 no. 3
Type: Research Article
ISSN: 1476-9018

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Article
Publication date: 1 August 2004

Frances Gordon, Claire Walsh, Michelle Marshall, Fiona Wilson and Tim Hunt

The modernisation agenda in health and social care is concerned with providing an integrated service for patients/clients and their carers. This paper focuses on the nature of…

Abstract

The modernisation agenda in health and social care is concerned with providing an integrated service for patients/clients and their carers. This paper focuses on the nature of practice‐based learning environments that support the development of students as effective interprofessional practitioners for the modernised health and social care services.

Details

Journal of Integrated Care, vol. 12 no. 4
Type: Research Article
ISSN: 1476-9018

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Article
Publication date: 11 September 2017

Tam Pheona Chipawe Cane

The purpose of this paper is to propose that interprofessional working between professionals who work with people living with HIV (PLWHIV) contributes to improvements in the…

Abstract

Purpose

The purpose of this paper is to propose that interprofessional working between professionals who work with people living with HIV (PLWHIV) contributes to improvements in the health, social care needs and long-term outcomes of PLWHIV. Interprofessional working initiatives have been useful in promoting successful frameworks used towards improving various aspects of the HIV disease family planning and transmission prevention. The paper proposes that interprofessional working is important in elevating stigma and discrimination that sometimes prevent PLWHIV from successfully achieving parenthood through adoption. The objective of this study is to contribute to social work practice and literature that supports adoption.

Design/methodology/approach

This paper draws on an interpretative phenomenological analysis (IPA) study looking at the experiences of PLWHIV going through the adoption process. The study relied on in-depth interviews with six PLWHIV who had gone through the adoption process and presented views regarding a need for better collaborative working by those assessing PLWHIV going through adoption. The sample was purpose and homogeneous. Interviews were recorded, transcribed and analysed using IPA framework. Transcripts had been written up and analysed individually. Following which a cross-case analysis to create meaning and conceptual understanding that was common among all cases.

Findings

Drawing on themes around interprofessional working, this paper argues that there is a need for improved and transparent interprofessional working models within adoption systems. The paper provides conceptual understanding around interprofessional working and how this can be brought about to support the needs of PLWHIV seeking to adopt children. It proposes that working in isolation will leave PLWHIV feeling that the adoption process is ambiguous and unfair, yet efforts to combat this are evident in healthcare settings.

Research limitations/implications

Limitations to this study include an acceptable but small convenience sample within IPA methodological approaches. This is a hard to reach sample and results may not be generalisable.

Practical implications

This paper opens a dialogue for discussing issues around the adoption for PLWHIV and informing professionals about increasing opportunities for PLWHIV to adopt children where there is a high demand for adoptive parents.

Social implications

Placing the views of participants in this study within the body of knowledge could influence meaningful collaboration between adoption social workers and those supporting PLWHIV within health, social care and voluntary sectors. This may influence change and reduce stigma and barriers preventing some PLWHIV from successfully adopting children.

Originality/value

This paper meets an identified need to explore how PLWHIV can be supported to achieve parenthood. The paper expands on existing knowledge around the need to provide fertility treatment to PLWHIV. It suggests that child adoption can be promoted through child adoption and ultimately promoting normalcy around the desires of PLWHIV to achieve parenthood using non-traditional methods of conception.

Details

International Journal of Human Rights in Healthcare, vol. 10 no. 4
Type: Research Article
ISSN: 2056-4902

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Open Access
Article
Publication date: 23 April 2018

Lyn Kathryn Sonnenberg, Lesley Pritchard-Wiart and Jamiu Busari

The purpose of this study was to explore inter-professional clinicians’ perspectives on resident leadership in the context of inter-professional teams and to identify a definition…

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Abstract

Purpose

The purpose of this study was to explore inter-professional clinicians’ perspectives on resident leadership in the context of inter-professional teams and to identify a definition for leadership in the clinical context. In 2015, CanMEDS changed the title of one of the core competencies from manager to leader. The shift in language was perceived by some as returning to traditional hierarchical and physician-dominant structures. The resulting uncertainty has resulted in a call to action to not only determine what physician leadership is but to also determine how to teach and assess it.

Design/methodology/approach

Focus groups and follow-up individual interviews were conducted with 23 inter-professional clinicians from three pediatric clinical service teams at a large, Canadian tertiary-level rehabilitation hospital. Qualitative thematic analysis was used to inductively analyze the data.

Findings

Data analysis resulted in one overarching theme: leadership is collaborative – and three related subthemes: leadership is shared; leadership is summative; and conceptualizations of leadership are shifting.

Research limitations/implications

Not all members of the three inter-professional teams were able to attend the focus group sessions because of scheduling conflicts. Participation of additional clinicians could have, therefore, affected the results of this study. The study was conducted locally at a single rehabilitation hospital, among Canadian pediatric clinicians, which highlights the need to explore conceptualization of leadership across different contexts.

Practical implications

There is an evident need to prepare physicians to be leaders in both their daily clinical and academic practices. Therefore, more concerted efforts are required to develop leadership skills among residents. The authors postulate that continued integration of various inter-professional disciplines during the early phases of training is essential to foster collaborative leadership and trust.

Originality/value

The results of this study suggest that inter-professional clinicians view clinical leadership as collaborative and fluid and determined by the fit between tasks and team member expertise. Mentorship is important for increasing the ability of resident physicians to develop collaborative leadership roles within teams. The authors propose a collaborative definition of clinical leadership based on the results of this study: a shared responsibility that involves facilitation of dialog; the integration of perspectives and expertise; and collaborative planning for the purpose of exceptional patient care.

Details

Leadership in Health Services, vol. 31 no. 2
Type: Research Article
ISSN: 1751-1879

Keywords

Article
Publication date: 9 March 2015

Elizabeth McCay, Kristin Cleverley, Audrey Danaher and Naomi Mudachi

The purpose of this paper is to describe a partnership, the Ryerson-Centre for Addiction and Mental Health Collaborative for Client-Centred and Family Sensitive Care…

1507

Abstract

Purpose

The purpose of this paper is to describe a partnership, the Ryerson-Centre for Addiction and Mental Health Collaborative for Client-Centred and Family Sensitive Care Collaborative, between an urban university and tertiary care mental health facility to build capacity in using research evidence to support client-centred care. A cornerstone of the partnership was a study exploring the connection between effective interprofessional collaboration and the capacity to provide exemplary client-centred care in mental health.

Design/methodology/approach

The Collaborative brings together organizations with shared values and a commitment to client-centred interprofessional care. It is a strategic approach in amplifying opportunities for the uptake of research evidence and knowledge transfer. One of the principal deliverables for the Collaborative was a multi-phased study exploring the relationship between team collaboration and client-centred care.

Findings

Research findings identified a significant association between the level of team effectiveness and collaboration and the staffs’ perceived capacity to deliver client-centred care. Client and family member perspectives highlighted the importance of interprofessional team functioning and collaboration. The work of the Collaborative helped narrow the knowledge practice gap through: a research practicum to mentor graduate students; knowledge exchange and dissemination; and working with advanced practice staff to support change within the organization.

Originality/value

Inter-organizational relationships, such as the Collaborative, support initiatives that accelerate the use of clinically relevant research and bridge the knowledge practice gap. A university/tertiary care teaching facility partnership represents a promising model for advancing and disseminating evidenced-based knowledge.

Details

The Journal of Mental Health Training, Education and Practice, vol. 10 no. 1
Type: Research Article
ISSN: 1755-6228

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Article
Publication date: 5 September 2016

Janet McCray, Adam Palmer and Nik Chmiel

Maintaining user-focused integrated team working in complex care is one of the demands made of UK health and social care (H&SC) organisations who need employees that are…

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Abstract

Purpose

Maintaining user-focused integrated team working in complex care is one of the demands made of UK health and social care (H&SC) organisations who need employees that are resilient, resilience being the ability to persevere and thrive in the face of exposure to adverse situations (Rogerson and Ermes, 2008, p. 1). Grant and Kinman (2012) write that resilience is a complex and multi-dimensional construct that is underexplored in social care team work. The purpose of this paper is to capture the views of managers in H&SC to explore the making of resilient teams, identify factors that influence team performance and inform organisational workforce development strategy.

Design/methodology/approach

A general inductive approach (Silverman, 2011) was applied. Five focus groups were facilitated (n=40) each with eight participants all of whom were leaders and managers of teams in H&SC, working in the integrated care context in the UK.

Findings

Findings indicate that further investment in strategies and resources to sustain and educate employees who work in teams and further research into how organisational systems can facilitate this learning positively may contribute to resilient teams and performance improvement. The authors note specifically that H&SC organisations make a distinction between the two most prevalent team types and structures of multi-disciplinary and inter-professional and plan more targeted workforce development for individual and team learning for resiliency within these team structures. In doing so organisations may gain further advantages such as improved team performance in problematic care situations.

Research limitations/implications

Data captured are self-reported perceptions of H&SC managers. Participant responses in the focus group situation may have been those expected rather than those actually modelled in the realities of team work practice (Tanggaard, 2008). Further, in the sample all participants were engaged in a higher education programme and it is possible participants may have been more engaged with their practice and thinking more critically about the research questions than those not currently undertaking postgraduate study (Ng et al., 2014). Nor were the researchers able to observe the participants in team work practice over time or during critical care delivery incidents.

Practical implications

The preliminary link made here between multi-disciplinary and inter-professional team type, and their different stress points and subsequent workforce intervention, contributes to the theory of resilient teams. This provides organisations with a foundation for the focus of workplace learning and training around resilience. H&SC practitioner views presented offer a greater understanding of team work processes, together with a target for planning workforce development strategy to sustain resilience in team working.

Originality/value

This preliminary research found that participants in H&SC valued the team as a very important vehicle for building and sustaining resilience when dealing with complex H&SC situations. The capitalisation on the distinction in team type and individual working practices between those of interprofessional and multidisciplinary teams and the model of team learning, may have important consequences for building resilience in H&SC teams. These findings may be significant for workforce educators seeking to develop and build effective practice tools to sustain team working.

Details

Personnel Review, vol. 45 no. 6
Type: Research Article
ISSN: 0048-3486

Keywords

Article
Publication date: 10 October 2016

Ruth Crawford, Kathy Monson and Judy Searle

Developing the health workforce is an ongoing concern, especially in New Zealand, where Māori and Pasifika populations are under-represented. Programme Incubator (PI) was…

Abstract

Purpose

Developing the health workforce is an ongoing concern, especially in New Zealand, where Māori and Pasifika populations are under-represented. Programme Incubator (PI) was developed by a health provider to raise awareness of careers in the health sector. The purpose of this paper is to report on a study undertaken in a tertiary institution which involved tracking and mentoring students who had been engaged in PI, and mentoring them through their tertiary studies.

Design/methodology/approach

In total, 40 students (n=40) were recruited into the four year study, which involved a survey and participating in focus groups.

Findings

PI was found to be an effective initiative of encouraging secondary students to enter a career in health, but more work is needed to facilitate students’ choice of tertiary provider and academic programme. Within the tertiary sector, mentoring was found to be lacking.

Originality/value

Group mentoring and peer mentoring are introduced to mitigate these concerns and provide students with the mentoring support they require.

Details

Journal of Applied Research in Higher Education, vol. 8 no. 4
Type: Research Article
ISSN: 2050-7003

Keywords

Book part
Publication date: 30 October 2023

Valerie J. Thompson and D. Crystal Coles

Black women faculty are experiencing multiple marginalities within their intersectional identities (Thomas & Hollenshead, 2001). The overwhelming obstacles that they face in…

Abstract

Black women faculty are experiencing multiple marginalities within their intersectional identities (Thomas & Hollenshead, 2001). The overwhelming obstacles that they face in academia regarding racism, lack of mentorship, and its impact on productivity are well documented (Allen, Huggins-Hoyt, Holosko, & Briggs, 2018). However, through a raced and gendered intersection centering Black women, these workplace obstacles can transform into something far more insidious (Young & Hines, 2018). Black women academics do not enter academic environments that have been liberated from racism, sexism, or misogynoir; instead, the environment itself is a microcosm of the world in which they reside (Thompson, 2020). Black women academics are double minorities and face issues such as isolation from collegial networks; lack of institutional/departmental support; forced positionality into the role of mentorship for students of color; and increased visibility and bodily presentation concerns (Allen et al., 2018; Pittman, 2010). Further still, the workplace dynamics and needs of students of color can collide within the work of Black women academics, increasing the prevalence of othermothering and a racialized and gendered racial uplift (Griffin, 2013; Mawhinney, 2011). Though previous studies have demonstrated positive effects of university diversification, women, ethnic minorities, sexual minorities, and religious minorities continue to face antagonistic environments (Cunningham, 2009; Hughes & Howard-Hamilton, 2003). Rooted within Black Feminist Thought and Critical Race Theory, this chapter aims to highlight the intersectional identities of Black women academics and identifies mechanisms to address how Black women are experiencing multiple marginalities within their intersectional identities (Hirshfield & Joseph, 2012).

Article
Publication date: 10 June 2021

Victoria Liu, Rita Whitford and Karim F. Damji

The purpose of this paper is to evaluate leadership training in the Sandwich Glaucoma Fellowship (SGF), a program in which fellows learn skills in a developed world institution…

Abstract

Purpose

The purpose of this paper is to evaluate leadership training in the Sandwich Glaucoma Fellowship (SGF), a program in which fellows learn skills in a developed world institution and their home country to become leaders in glaucoma care.

Design/methodology/approach

This paper is a retrospective, qualitative and quantitative evaluation. Participants of the SGF between 2007 and 2019 were provided a survey eliciting demographic information, leadership training exposure, development of leadership competencies and feedback for the fellowship program.

Findings

Seven of nine alumni responded. The fellowship strongly impacted leadership competencies including integrity (8.8, 95% CI 7.8–9.8), work ethic (8.64, 95% CI 7.7–9.6) and empathy (8.6, 95% CI 7.7–9.5). A total of 85% of alumni indicated positive changes in their professional status and described an increasing role in mentorship of colleagues or residents as a result of new skills. Lack of formal leadership training was noted by three respondents. Informal mentorship equipped fellows practicing in regions of Sub Saharan Africa with competencies to rise in their own leadership and mentoring roles related to enhancing glaucoma management. Suggested higher-order learning objectives and a formal curriculum can be included to optimize leadership training catered to the individual fellow experience.

Originality/value

Leadership is necessary in health care and specifically in the context of low- and middle-income countries to bring about sustainable developments. The SGF contains a unique “Sandwich” design, focusing on the acquisition of medical and leadership skills. This evaluation outlines successes and challenges of this, and similar fellowship programs. Other programs can use a similar model to promote the development of skills in partnership with the fellows’ home country to strengthen health-care leaders.

Details

Leadership in Health Services, vol. 34 no. 3
Type: Research Article
ISSN: 1751-1879

Keywords

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