Search results

1 – 10 of 183
Article
Publication date: 20 June 2023

Zana Khan, Sophie Park and Georgia Black

This article aims to present a systematic review and synthesis of evidence on the experiences, role and use of IPE in IH fields by using a meta-ethnographic approach including key…

Abstract

Purpose

This article aims to present a systematic review and synthesis of evidence on the experiences, role and use of IPE in IH fields by using a meta-ethnographic approach including key concepts, reciprocal and refutational translation and lines of argument. Inclusion health (IH) practice suggests that the needs of excluded groups are more effectively addressed through collaborative working. Interprofessional education (IPE) occurs when two or more professions engage in shared practice and learning, resulting in improved collaboration and quality of care. Studies on IPE to train staff in fields relating to IH exist, but without a settled consensus on the best approaches/activities to foster inclusive practice.

Design/methodology/approach

This synthesis is underpinned by a meta-ethnographic approach. It provides explicit stages of data collection and interpretation, while providing space to engage with emerging themes and concepts iteratively (reflecting on author experiences) and inductively (reasoning and interpretation). This study made use of electronic databases and journals for English language peer reviewed articles between 2000 and 2020. Of the 2217 articles, 19 papers were included. The lead author and reviewer completed the review process and a second reviewer reviewed 10% at each stage. The quality was assessed using a modified CASP checklist. Iterative analysis involved PPI and staff stakeholders.

Findings

A total of 16 concepts embedded in 19 papers provide insight into the nature of IPE in IH (IH) for staff. It was found that IPE in IH covers a broad group of practitioners and is a complex activity involving individual and organisation readiness, practical and pedagogical factors, influenced by setting, method, curriculum, lived experience, reflection and a learner-driven approach. Barriers to design, implementation and translation into practice were also found to exist.

Practical implications

Most studies used a combination of core learning and group work. Educational modes include mentoring or coaching, reflective practice, immersive learning and people lived experience of exclusion involved in or facilitation thematically centred in trauma-informed informed care, cultural competence, communities of practice and service learning. The aim of these methods was to promote collaboration through identifying shared experiences, problems and tensions and critical reflection of services and organisations. Such transformative learning is reported to challenge stigma, discrimination and misinformation and promote collective empowerment to address social injustice through human connection. Effective models of IPE re-instated the therapeutic relationship and alliances between patients and staff.

Social implications

This review also calls for the development of health and care workers’ professionalism in relation to their own reflexivity, establishing anti-racist curricula, challenge stigma and ensuring clinicians are aware of and able to negotiate tension and difference identified within the consultation and between themselves. Apart from developing generalist skills, this analysis suggests that IPE in IH may be able to challenge stigma and discrimination towards IH groups by destabilising existing norms and siloed working with the aim of achieving robust interprofessional practice.

Originality/value

IPE in IH is a complex activity affected by individual and organisation readiness, setting, experiential, practical and pedagogical factors. Models of teaching are focused on re-instating the therapeutic relationship. There are no systematic reviews in this field and previously there was no settled consensus on the best approaches and learning activities to foster inclusive and collaborative practice.

Details

Journal of Integrated Care, vol. 31 no. 3
Type: Research Article
ISSN: 1476-9018

Keywords

Book part
Publication date: 8 September 2023

Rachel D. Williams and Lydia P. Ogden

This reflective chapter examines recent trends in social work–public library partnerships. The chapter begins by framing interprofessional collaboration between social work and…

Abstract

This reflective chapter examines recent trends in social work–public library partnerships. The chapter begins by framing interprofessional collaboration between social work and public libraries as a vehicle for the collective impact that can create lasting and sustainable change in communities. Next in the chapter is an overview of the current state of public libraries’ capacity to support individuals in crisis through community partnerships. Next is a description on how interprofessional collaboration can support public libraries in general and the importance of collaboration with social work more specifically. A presentation of the existing models of public library–social work partnerships and their impact on the role of public libraries in their communities follows, with a discussion of the services provided by public libraries, and how partnerships might change the nature of social work practice. Finally, the chapter concludes with a discussion of the barriers and challenges to these partnerships with an eye toward the future of such partnerships and developing their capacity to enhance the health and wellbeing of their patrons, and the safety and resilience of their cities and communities.

Open Access
Article
Publication date: 16 August 2023

Carla Nouwen, Isolde Driesen, Lisbeth Verharen and Tine Van Regenmortel

The growing number of people with multiple problems in different areas of life means that cross-domain interprofessional collaboration is becoming increasingly important. This…

Abstract

Purpose

The growing number of people with multiple problems in different areas of life means that cross-domain interprofessional collaboration is becoming increasingly important. This study aims to focus on interprofessional collaboration between professionals from social work and financial and employment service organizations in The Netherlands. This type of cross-domain collaboration is still mostly superficial, and limited empirical knowledge is available about its beneficial factors.

Design/methodology/approach

The interprofessional collaboration model of Mulvale et al. (2016) was used as theoretical background for the research methodology and to reflect on the findings of our study. Data was collected through a qualitative study among professionals (N = 18) from social work and financial and employment service organizations in three different Dutch municipalities.

Findings

Similar team-level collaboration mechanisms of Mulvale et al.’s (2016) model were seen within this study. Joint client meetings were very beneficial for the interprofessional collaboration. Further beneficial factors include the decision-making process, team vision, client as an equal member, open communication and the appointment of a coordinator.

Research limitations/implications

Further special attention is needed to determine how best to allocate co-ordinating tasks, and how organizational and policy contexts affect the functioning of interprofessional collaborative teams.

Originality/value

This study offers an empirical view on a cross-domain collaboration between social work and financial and employment service organizations, by using Mulvale et al.’s (2016) model. In addition, this study also offers special attention to the role of the client in interprofessional collaborative teams.

Details

International Journal of Organizational Analysis, vol. 31 no. 8
Type: Research Article
ISSN: 1934-8835

Keywords

Article
Publication date: 19 September 2023

Tuija Viking and Julie Repper

In mental health care the peer support workers (PSWs) are, by their experience based expertise, supporting the recovery of people using services and have also been shown to…

Abstract

Purpose

In mental health care the peer support workers (PSWs) are, by their experience based expertise, supporting the recovery of people using services and have also been shown to stimulate interprofessional learning (IPL) but which, due to hierarchical teams, is challenged. Therefore, to prepare the teams for IPL that includes PSWs, this study aims to suggest an interprofessional education (IPE) for mental health professions and PSWs. What would such an education look like?

Design/methodology/approach

The base, in the development of the IPE, is two earlier studies of teams’ inclusion of PSWs and the IPL.

Findings

The present study suggests Knowledge base 1 with three categories: different roles, expertise and perspectives, and Knowledge base 2 with two categories: teamwork and IPL. The conclusion is that such online IPE offers a readiness for mental health professions and PSWs, in teamwork, to exchange their different expertise to facilitate IPL. This is important to improve the quality of mental health services.

Research limitations/implications

One limitation is that the empirical study, this paper is based on, is a small-scaled study. Nevertheless, the main results from this study and the other were considered useful as a ground for the development of the IPE.

Originality/value

By suggesting an IPE for mental health professions and PSWs, this paper adds to the literature on peer support as well as IPL.

Details

Mental Health and Social Inclusion, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-8308

Keywords

Open Access
Article
Publication date: 9 January 2024

Lisa M. Bowers, Heather D. Young and Renee Speight

Interprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the…

159

Abstract

Purpose

Interprofessional practice (IPP) is one way to structure collaborations to more effectively meet the complex needs of students in educational settings. This article explores the lessons learned when one research team implemented interprofessional education (IPE) experiences in partnership with a public elementary school and pre-service professionals from elementary education, special education and communication science and disorders.

Design/methodology/approach

This reflective article explores the lived experiences of researchers and partners who completed an IPE experience within one professional development school’s site. Researcher anecdotes are included to support the viewpoints shared.

Findings

It was discovered that IPE experiences are essential to facilitate meaningful collaborations for pre-service professionals to learn with and from one another; however, this requires time, preparation and is most effective when teacher mentors and university professors lead with vulnerability and model flexibility. Investment in IPE is challenging but worth the effort when learning outcomes are realized.

Originality/value

Specific details regarding the structure of this experience are shared as well as future directional goals for programs hoping to implement IPE in their professional practice programs.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Article
Publication date: 8 August 2023

Mary Carlson, Wendy Krueger and Amy Van Hecke

This paper discusses the elements of successful university-level, cross-disciplinary course development using best practices to foster richer relational networks and to meet the…

Abstract

Purpose

This paper discusses the elements of successful university-level, cross-disciplinary course development using best practices to foster richer relational networks and to meet the complex demands of education and treatment for children with autism spectrum disorder (ASD).

Design/methodology/approach

The three authors created and taught a class on best practices in autism nine times. The authors assessed the knowledge base and attitudinal changes of undergraduates (most in psychology, speech pathology and audiology, and education) for two of the nine cohorts who were being prepared to work with individuals with ASD.

Findings

Pre- and postmeasures indicated significant improvement in knowledge and a predisposition to working in interdisciplinary teams. Anecdotally, a number of students indicated in course evaluations that this was their best undergraduate course.

Practical implications

The program development and research have pertinent implications for faculty who are preparing students for professions in which teamwork will be expected, for faculty preparing students to work with individuals with ASD and for any faculty who wish to engage in cross-disciplinary, collaborative teaching.

Originality/value

This is a unique look at best practices of college course development and best practices of the multiple professional fields for which students were being prepared. It was done across three different colleges within a university.

Article
Publication date: 28 March 2023

Brian Park, Anaïs Tuepker, Cirila Estela Vasquez Guzman, Samuel Edwards, Elaine Waller Uchison, Cynthia Taylor and M. Patrice Eiff

The purpose of the study’s mixed-methods evaluation was to examine the ways in which a relational leadership development intervention enhanced participants’ abilities to apply…

Abstract

Purpose

The purpose of the study’s mixed-methods evaluation was to examine the ways in which a relational leadership development intervention enhanced participants’ abilities to apply relationship-oriented skills on their teams.

Design/methodology/approach

The authors evaluated five program cohorts from 2018–2021, involving 127 interprofessional participants. The study’s convergent mixed-method approach analyzed post-course surveys for descriptive statistics and interpreted six-month post-course interviews using qualitative conventional content analysis.

Findings

All intervention features were rated as at least moderately impactful by at least 83% of participants. The sense of community, as well as psychological safety and trust created, were rated as impactful features of the course by at least 94% of participants. At six months post-intervention, participants identified benefits of greater self-awareness, deeper understanding of others and increased confidence in supporting others, building relationships and making positive changes on their teams.

Originality/value

Relational leadership interventions may support participant skills for building connections, supporting others and optimizing teamwork. The high rate of skill application at six months post-course suggests that relational leadership development can be effective and sustainable in healthcare. As the COVID-19 pandemic and systemic crises continue to impact the psychological well-being of healthcare colleagues, relational leadership holds promise to address employee burnout, turnover and isolation on interprofessional care teams.

Open Access
Article
Publication date: 18 December 2023

Rachel Verheijen-Tiemstra, Anje Ros, Marc Vermeulen and Rob F. Poell

Whilst an urgent need for collaboration is increasingly seen in education to better respond to socio-educational challenges, in practice, collaboration between primary school…

Abstract

Purpose

Whilst an urgent need for collaboration is increasingly seen in education to better respond to socio-educational challenges, in practice, collaboration between primary school teachers and their partners is hampered by barriers. The aim of this study is to shed light on these barriers from a human resource management (HRM) angle, using the ability, motivation and opportunity (AMO) framework.

Design/methodology/approach

Quantitative and qualitative data were collected amongst staff in 16 child centres offering joint pre-school, education and childcare.

Findings

The authors' findings suggest that in general, both teachers and childcare workers perceive themselves as skilled and motivated for collaboration. They perceive aspects of opportunity to perform as most important barriers.

Practical implications

Based on this research, school leaders are advised to organise opportunities for collaboration, especially by fostering an inclusive organisational climate and scheduling sufficient time for collaboration.

Originality/value

This paper contributes to the relatively scarce body of research on HRM within the education sector. Furthermore, it illustrates the applicability of the AMO model for gaining insight into how educational management can be utilised to foster increased collaboration between teachers and childcare workers.

Details

International Journal of Educational Management, vol. 38 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Book part
Publication date: 29 June 2023

Pennee Narot and Narong Kiettikunwong

With the arrival of various assistive technologies (ATs) such as artificial intelligence, augmented reality, virtual reality and others, we can enhance support in a classroom with…

Abstract

With the arrival of various assistive technologies (ATs) such as artificial intelligence, augmented reality, virtual reality and others, we can enhance support in a classroom with special educational needs students. The role of teachers in the new era will be switched to finding ways to develop the full potential of all students, rather than traditionally classified dull tasks, e.g. filling out forms, physical observation of children's behaviour etc. This chapter focuses on elaborating how AT can help to improve the efficiency of special education in the future, and how schools should restructure to accommodate this disruptive change to ease teaching in a classroom with a diverging group of students.

Details

Interdisciplinary Perspectives on Special and Inclusive Education in a Volatile, Uncertain, Complex & Ambiguous (Vuca) World
Type: Book
ISBN: 978-1-80382-529-8

Keywords

Open Access
Article
Publication date: 23 January 2023

Floriana Fusco, Marta Marsilio and Chiara Guglielmetti

Understanding the outcomes of co-creation (CC) in healthcare is increasingly gaining multidisciplinary scientific interest. Although more and more service management scholars have…

5565

Abstract

Purpose

Understanding the outcomes of co-creation (CC) in healthcare is increasingly gaining multidisciplinary scientific interest. Although more and more service management scholars have pointed out the benefits of cross-fertilization between the various research fields, the literature on this topic is still scattered and poorly integrated. This study aims to summarize and integrate multiple strands of extant knowledge CC by identifying the outcomes of health CC and the determinants of these outcomes and their relationships.

Design/methodology/approach

A structured literature review was conducted per PRISMA guidelines. A total of 4,189 records were retrieved from the six databases; 1,983 articles were screened, with 161 included in the qualitative thematic analysis.

Findings

This study advances a comprehensive framework for healthcare CC based on a thorough analysis of the outcomes and their determinants, that is, antecedents, management activities and institutional context. Extant research rarely evaluates outcomes from a multidimensional and systemic perspective. Less attention has been paid to the relationship among the CC process elements.

Research limitations/implications

This study offers an agenda to guide future studies on healthcare CC. Highlighting some areas of integration among different disciplines further advances service literature.

Practical implications

The framework offers an operational guide to better shape managerial endeavors to facilitate CC, provide direction and assess multiple outcomes.

Originality/value

This is the first extensive attempt to synthesize and integrate multidisciplinary knowledge on CC outcomes in healthcare settings by adopting a systematic perspective on the overall process.

Details

Journal of Service Management, vol. 34 no. 6
Type: Research Article
ISSN: 1757-5818

Keywords

1 – 10 of 183