A change management perspective on the introduction of music therapy to interprofessional teams

Ledger, Alison; Edwards, Jane; Morley, Michael J.

doi:10.1108/jhom-04-2012-0068

Cited by 16 publications

(14 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Lack of information about new roles is known to be detrimental to teams and individuals, with negative emotional responses emerging when a lack of recognition is perceived as devaluing individual contributions, potentially resulting in a feeling of isolation. 15,24 Leading on from this concept, role clarity is associated with staff retention therefore investing in informing staff about PAs is of benefit to employers and healthcare teams alike. 25 We observed a number of communication platforms used to disseminate information about PAs including departmental meetings, trust wide meetings, email newsletters, trust-wide screensavers and distribution of written information.…”

Section: Discussionmentioning

confidence: 99%

“…12 Research into the integration of new groups such as advanced practitioners into existing healthcare teams also reveals a multifaceted process involving issues of role definition and identity at an individual and team level. [13][14][15][16] As such, the factors that influence integration of NQPAs in the UK are likely to be multiple and complex. Achieving a better understanding of these issues will allow us to maximise the future potential of this workforce.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Workforce: ‘What can you do then?’ Integrating new roles into healthcare teams: Regional experience with physician associates

Roberts

Howarth²,

Millott³

et al. 2019

Future Healthcare Journal

View full text Add to dashboard Cite

In the context of NHS workforce shortages, providers are increasingly looking to new models of care, diversifying the workforce and introducing new roles such as physician associates (PAs) into clinical teams. The current study used qualitative methods to investigate how PAs are integrated into a workforce in a region largely unfamiliar with the profession. We conducted an observational study examining factors that facilitated and challenged PA integration.Findings suggest that the factors influencing PA integration relate to attributes of the individual, interpersonal relationships and organisational elements. From these, five key considerations have been derived which may aid organisations when planning to integrate new roles into the clinical workforce: prior to introducing PAs organisations should consider how to fully inform current staff about the PA profession; how to define the role of the PA within teams including clinical supervision arrangements; investment in educational and career development support for PAs; communication of remuneration to existing staff and conveying an organisational vision of PAs within the future workforce. Through consideration of these areas, organisations can facilitate role integration, maximising the potential of the workforce to contribute to sustainable healthcare provision.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Workforce: ‘What can you do then?’ Integrating new roles into healthcare teams: Regional experience with physician associates

Roberts

Howarth²,

Millott³

et al. 2019

Future Healthcare Journal

View full text Add to dashboard Cite

show abstract

“…Co-facilitating IPE sessions is not the same as facilitating on your own, nor facilitating single discipline or other small group teaching. In the healthcare literature, it is well established that rivalries exist between the professions (Hoskins 2012;Ledger, Edwards and Morley 2013) and healthcare professionals maintain stereotypes that they may not necessarily be aware of (Joynes 2014). These rivalries and stereotypes are likely to influence the degree to which connections can be built between students and pose new challenges for facilitators who are experienced in teaching students within their own single profession.…”

Section: Discussion -Strategies For Building Connectionsmentioning

confidence: 99%

Developing the Higher Education Curriculum

Smith¹

2017

View full text Add to dashboard Cite

Connecting research and teaching in disciplinary communities 148x List of tables L IS T O F CO N T RI B U TO R S xiiand Culture, Harvard Design Magazine, and Home Cultures, as well as in edited books, including his recently published edited book Sexuality and Gender at Home. Helen Chatterjee is Professor of Biology in the Division of Biosciences, School of Life and Medical Sciences and Head of Teaching andResearch at UCL Culture, UCL. She is a primatologist with a particular interest in the evolution of Southeast Asian primates and has a longstanding interest in university museums and the use of collections in object-based learning as well as to promote health and wellbeing.Elizabeth Cleaver is Director of Learning and Teaching at the University of the West of England. She previously worked at the University of Hull where she led the development of the Curriculum 2016+ approach to curricular and pedagogic design and enhancement. Her wider interests lie in the building of connections between teaching and research in academic settings and, in particular, in supporting colleagues to develop disciplinary pedagogies and disciplinary approaches to educational enquiry. Robert Cockcroft is an Assistant Professor in the Department of Physics andAstronomy at Western University, Ontario, Canada. His second postdoctoral research fellowship was at the MacPherson Institute (formerly MIIETL), where he worked with a number of Student Scholars including Sabrina Kirby. Corony Edwards pursued a successful academic career in EnglishLanguage at the University of Birmingham before being appointed as the University's Director of Educational Development in 2006. In 2012 she moved to the University of Exeter as Head of Education Quality and Enhancement. In 2016 she set up as a freelancer, offering her services to the sector as an independent consultant. She is a Principal Fellow of the HEA, and has significant experience of leading institutional quality enhancement and assurance activities and projects. Nick Grindle is Senior Teaching Fellow at the Arena Centre for Researchbased Education, UCL. Over the past six years he's developed a series of projects about how students learn with objects and in particular how they learn in gallery and study room environments, based in part on his teaching as an art historian. ShelleyLeonie Hannan is a Research Fellow at the School of History, Anthropology, Philosophy and Politics, Queen's University Belfast. She is a social and cultural historian working on themes relating to material culture, gender, intellectual life and the history of the home. She has a professional background in museums and heritage and has conducted research into the value of heritage objects in teaching and learning contexts. Dawn Johnson has worked in education, including compulsory and post compulsory, for the past 32 years. She is currently Director of the Certificate in Professional Studies in Higher Education at Xi'an JiaotongLiverpool University, and previously worked as an Academic Developer at the University of Centra...

show abstract

“…As such, they bring a unique contribution to the team's functioning that defines their role and allows their work to complement strongly the development focus. Ledger et al (2013) describe one new approach to the development of music therapy services, through the use of management theory and adoption of managerial skills to facilitate growth within a service. It is our experience that management skills working in partnership with clinical expertise within a service can greatly enhance the potential for development.…”

Section: How and Why Has The Service Been Able To Develop?mentioning

confidence: 99%

‘The whole is greater’. Developing music therapy services in the National Health Service: A case study revisited

Wood

Sandford

Bailey

2016

British Journal of Music Therapy

View full text Add to dashboard Cite

This article describes contemporary music therapy practice within Chelsea and Westminster Hospital National Health Service Foundation Trust in London. The authors revisit an earlier article about the service ('The whole is greater than the sum of its parts: experiences of co-working as Music Therapists', Fearn and O'Connor), which described an evolving approach of two Music Therapists based at one Child Development Service, part of Chelsea and Westminster Hospital in London. On this foundation, a team of 10 part-time Music Therapists has developed, working across three London boroughs and a number of multidisciplinary teams. This article will look at how the music therapy practice has developed in this setting over the past decade, in order to provide a practical and theoretical perspective for Music Therapists within multidisciplinary settings. Influences that have shaped the service and the wider music therapy profession will be explored, such as an increased emphasis on a goal-centred, multidisciplinary team approach, the changing needs and volume of the children presenting to the service and the consequent development of the music therapy team.

show abstract

A change management perspective on the introduction of music therapy to interprofessional teams

Cited by 16 publications

References 35 publications

Workforce: ‘What can you do then?’ Integrating new roles into healthcare teams: Regional experience with physician associates

Workforce: ‘What can you do then?’ Integrating new roles into healthcare teams: Regional experience with physician associates

Developing the Higher Education Curriculum

‘The whole is greater’. Developing music therapy services in the National Health Service: A case study revisited

Contact Info

Product

Resources

About