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© 2016

Leading Research and Evaluation in Interprofessional Education and Collaborative Practice

  • Dawn Forman
  • Marion Jones
  • Jill Thistlethwaite
Book

Table of contents

  1. Front Matter
    Pages i-xl
  2. Research in General: Implementation and Challenges

  3. Examples of Research Projects in the Field

    1. Front Matter
      Pages 59-59
    2. Hassan Soubhi, Sandra Coulombe, Dominique Labbée, Liliane Asseraf-Pasin, Sharon Hatcher, Ariane Girard et al.
      Pages 79-98
    3. Gemma Sinead Ryan, Kate Cuthbert, Tanya Dryden, Denise Baker, Dawn Forman
      Pages 99-121
  4. Evaluation in General: Implementation and Challenges

    1. Front Matter
      Pages 123-123
    2. Susan Pullon, Ben Darlow, Eileen McKinlay
      Pages 145-166
  5. Examples of Evaluation in the Field

    1. Front Matter
      Pages 167-167
    2. Seng-Fah Tong, Nabishah Mohamad, Chai-Eng Tan, Benny Efendie, Kanaga Kumari Chelliah, John HV Gilbert
      Pages 169-192
    3. Wendy Shoesmith, Waidah Sawatan, Ahmad Faris Bin Abdullah, Sue Fyfe
      Pages 193-212
    4. Brenda Flood, Daniel O’Brien, Marion Jones
      Pages 267-283

About this book

Introduction

Expanding upon Leadership Development for Interprofessional Education and Collaborative Practice and Leadership and Collaboration, the third installment to this original and innovative collection of books considers a variety of research models and theories. Emphasizing research and evaluation in leadership aspects, Leading Research and Evaluation in Interprofessional Education and Collaborative Practice showcases examples from around the globe in various multicultural contexts. Crucial for academics and researchers in this field, the book includes studies on traditionally under-represented countries and aims to prompt new ideas for future research and policy structures in Interprofessional education and practice. 

Keywords

international policy structure interdisciplinary patient experience healthcare

Editors and affiliations

  • Dawn Forman
    • 1
  • Marion Jones
    • 2
  • Jill Thistlethwaite
    • 3
  1. 1.Curtin UniversitySheffieldAustralia
  2. 2.Auckland University of TechnologyAucklandNew Zealand
  3. 3.University of Technology SydneySydneyAustralia

About the editors

Dawn Forman is an adjunct professor at Curtin University, Australia, and The University of Technology, New Zealand, as well as a visiting professor at the University of Derby and Chichester University, both in the UK. Dawn was a university executive and Dean of Faculty for thirteen years, and has extensive experience as an independent consultant. Her research specializes in leadership development, executive coaching and Interprofessional education, and she has published over 90 peer reviewed publications and 8 books in these areas.

Marion Jones is a registered nurse, Dean of Postgraduate Studies at AUT and a director of the National Centre for Interprofessional Education and Collaborative Practice in New Zealand.  A significant focus of her academic career has been the development of postgraduate study.  For ten years she was Associate Dean Postgraduate to the Faculty of Health and Environmental Sciences. Her area of research is interprofessional practice and education, postgraduate supervision and perioperative nursing and she has written more than 30 journal articles and 5 books on these topics.

Jill Thistlethwaite is a general practitioner and health professional education consultant in Sydney, Australia, with an adjunct appointment at the University of Technology Sydney, Australia. Trained as a physician at University College London, UK, she worked as a general practitioner for ten years before moving into academia. Her main interests are interprofessional education, communication skills and professionalism. Jill has written and edited 10 books and published over 90 peer reviewed papers. 

Bibliographic information

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Reviews

“The book explores a variety of research and evaluation methods, as well as different frameworks that can be used for implementing interprofessional education and collaborative practices in health care settings. The book is aimed towards an audience who push the boundaries in health outcomes and care by using interprofessional practices.” (Journal of Interprofessional Care, jicareblog.org, September, 2017)​

“This book will be a helpful resource for educators, students and practitioners concerned with research and evaluation in interprofessional education and collaborative practice. The edited text has a global perspective with contributions provided by authors from nine countries representing a large cross section of disciplines. It is a good complement to the previous two books offered by the same three editors. The format of exploring the theoretical aspects of research and evaluation implementation and challenges followed by examples and case studies is a timely contribution to the literature.” (Margo Paterson, PhD, OT Reg. (Ont) FCAOT, Professor Emerita, School of Rehabilitation Therapy and former Director of the Office of Interprofessional Education and Practice, Queen’s University, Kingston ON, Canada & currently Executive Director, Association of Canadian Occupational Therapy University Programs)

“This book is an excellent new addition of “Leadership and Collaboration series”, particularly highlighted in leading research and evaluation in interprofessional education and collaborative practice. Actual experiences in three countries in research and seven in evaluation are most useful and provide hints and insights for implementation and challenges. This book is a must-read volume not only for students and educators, but also active practitioners to improve quality of services in complexed and various systems of health and social care.” (Hideaki E. Takahashi, MD, PhD. Founding Chair of the Japan Association for Interprofessional Education, President Emeritus of Niigata University of Health and Welfare, Professor Emeritus of Niigata University)

“This book provides not only the strategies to move forward interprofessional practice, it reflects on the previous and current call to action from the World Health Organisation’s recognition that interprofessional collaboration in education and practice will help strengthen health care and health outcomes.” (Kaye Burnett. Independent Chair, Better Care Together NHS)

“This book brings together a wide range of perspectives and achievements into a framework provided by its highly experienced and well respected authors.  They have both insight and expertise, as is clear from their previous publications, and this book is a worthy addition to their suite.  It is clear that IPE and CP are at what could be described as a professional crossroads – passionately promoted by some, integrated fully into practice in various settings and needing a step-change in others.  They are not exempt, of course, from the wider requirements across all key constituencies for evidence-based practice, quantifiable experience and outcomes, and measurable impacts on services and those who use them.  The contributors to this very thought-provoking text go some way to addressing all of these requirements.  Here is a careful focus on original and secondary data being used to good effect, on the complexity of the metrics that can be used to evaluate and on the impact of practice on care.  Throughout all  of this runs the thread of striving to take IPE and CP forward  - to raise the difficult questions, to spread the benefits and to influence the key change agents.  There is much food for thought and much that will provoke considered debate and analysis.  Here is the steady hand that the authors have already demonstrated, seeking to prod the professions into action and helping to mitigate the challenges faced by individuals striving for continuous improvement and excellence.” (Professor Sandra Jowett, Deputy Vice Chancellor, University of Cumbria)

“An impressive textbook that provides a range of insights into research and evaluation in interprofessional education and practice. Collectively the chapters span important research/evaluation design and implementation issues as well as offering a number of illuminating case study examples from across the globe. A key resource for scholars wishing to broaden their knowledge of interprofessional research and evaluation.” (Scott Reeves, Professor in Interprofessional Research, Kingston & St George’s, University of London; Editor-in-Chief, Journal of Interprofessional Care)

“ans-serif; font-size: 11pt;">This is an exciting and important book. There is a ground swell of activity – education, practice, evaluation and research – occurring in the interprofessional education and practice world. This book reflects that groundswell. It speaks to two critical areas, research and evaluation, that have long been identified as knowledge deficits. This book offers much to put against the knowledge gap. The various chapters present education and practice as this is occurring and how practitioners from a wide range of countries and contexts are exploring and developing ways to research and evaluate the complexities of the interprofessional. What this book also represents is a meeting point of ‘top-down ’ policy driven, and ‘bottom-up’ – practice driven accounts of innovation and creativity. Importantly this book makes a significant contribution to that slow but critical process called knowledge accumulation. I thoroughly recommend this book.” (Dr. Roger Dunston, Associate Professor, Faculty of Arts and Social Sciences, University of Technology Sydney, Associate Director, International Research Centre for Communication in Healthcare)

 “This is a timely book as increasing interest from educators, both in academia and practice, students, practitioners and researchers seek the best evidence of theory of interprofessional education and learning to underpin quality collaborative practice. The book will provide a guide and draws on examples from a global perspective of the application of theory to the development and evaluation of interprofessional education and collaborative practice. The range of chapters provides a menu of choice to ‘dip in and out’ in ones deliberations of the evidnce that supports robust interprofessional education, collaborative practice and effective evaluation.” (Richard Pitt, Vice Chair, the Centre for the Advancement of Interprofessional Education (UK), Visiting Professor Tokyo Metropolitan University)