Educating for Interprofessional Collaboration: Teaching about Values

Glen, Sally

doi:10.1177/096973309900600303

Cited by 51 publications

(17 citation statements)

References 11 publications

(11 reference statements)

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“…This learning is perceived as a crucial component of interprofessional working because it encourages practitioners to work across traditional boundaries for the benefit of patients. A potentially fruitful area where this learning could take place is professional values (Glenn, 1999). Values are important because the concept of health is itself associated with the idea of value.…”

Section: Interprofessional Levelmentioning

confidence: 99%

Children's nursing and interprofessional collaboration: challenges and opportunities

Kenny¹

2002

Journal of Clinical Nursing

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Interprofessional working has been the subject of recent debate in the nursing press. Despite this heightened scrutiny little attention has been given to putting this development in the context of practitioners working within children's nursing. This paper seeks to redress this imbalance by focusing on the challenges and opportunities for professional development that interprofessional collaboration working offers. This is illustrated by acknowledging existing themes of good practice, and identifying the potential for new ways of working that maintain professional status, skills and knowledge but also facilitate wider collaboration.

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Section: Interprofessional Levelmentioning

confidence: 99%

Children's nursing and interprofessional collaboration: challenges and opportunities

Kenny¹

2002

Journal of Clinical Nursing

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“…-Respecting differences of opinion across professions (Glen 1999) Preparation of students before a placement…”

Section: Introductionmentioning

confidence: 99%

Strategies for Ethics Education with Health Profession Students Before, During, and After Placements

Pollard

Nisbet

Kenny

et al. 2018

PBLH

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Health professionals must practice ethically in order to ensure compassionate and effective client care; function as good interdisciplinary team members; and protect themselves from litigation, and conduct and ethics complaints. Ethics education is a routine inclusion in health profession degrees, but may only be taught in the classroom, divorced from practice. This article argues that students need ethics education before, during, and after practice placements. We suggest that many powerful opportunities for teaching ethics on and after placements are missed or underutilised. We have reviewed the scant evidence, and the literature more broadly, to identify strategies for teaching ethics before, during, and after placements; and have added strategies drawn from our own experiences as clinical educators. We highlight where interdisciplinary perspectives can be added to ethics education. We conclude that more research is needed into approaches and strategies for teaching ethics in different contexts.

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“…Team building and effective interprofessional working engenders increased collaboration particularly when there is a need to secure the strategic coherence of operational goals and priorities – as in the case of an RCA investigation (Meads & Ashcroft 2005). Moreover, interprofessional collaboration helps engender greater understanding, respect and tolerance for another professional's point of view (Glen 1999; Cooke et al . 2003).…”

Section: Introductionmentioning

confidence: 99%

Patient safety investigations: the need for interprofessional learning

Wakefield¹,

Carlisle²,

Hall³

et al. 2009

Learn Health Soc Care

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Selected findings from the qualitative aspect of an impact evaluation examining the effectiveness of a Root Cause Analysis 3-day Training Programme relating to interprofessional learning and work are reported in this paper. The study sample comprised managers, clinicians, administrators and human resource personnel ( n = 38) employed at Band 6 or above, and 18 key organizational stakeholders from three National Health Service case study sites who seconded staff to the Root Cause Analysis programme. Although the study was primarily designed to assess the impact of using a blended e-learning approach to educate staff about Root Cause Analysis, participants revealed that working in interprofessional teams was a vital element of any patient-safety investigation. Interprofessional learning and inter-disciplinary collaboration was a particularly valued element of the training programme. One of the main benefits of interprofessional learning identified by participants was that it improved networking and promoted more open communication. Moreover, participants felt interprofessional learning allowed them to increase their understanding of each other's roles, leading to greater cooperation, collaboration and increased confidence. For this reason, the paper examines the extent to which the management of patient-safety-related incidents and patient-safety investigations can be improved by using an interprofessional learning format. Finally, the study will suggest that interprofessional approaches to patient-safety education should be adopted by course designers so as to encourage participants to think beyond their respective occupational silos.

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Educating for Interprofessional Collaboration: Teaching about Values

Cited by 51 publications

References 11 publications

Children's nursing and interprofessional collaboration: challenges and opportunities

Children's nursing and interprofessional collaboration: challenges and opportunities

Strategies for Ethics Education with Health Profession Students Before, During, and After Placements

Patient safety investigations: the need for interprofessional learning

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