Advertisement

The Context — Why the Current Interest?

  • Stuart Cable
Part of the Nurse Education in Practice book series (NEP)

Abstract

One of the overriding challenges of modern healthcare is to create systems which function in a coherent, seamless manner in order to address the complex emotional, social, psychological and pathological problems with which patients present. This challenge has created a need to bring together separate but interdependent health and social care professionals.

Keywords

Professional Education Social Care Healthcare Team Interprofessional Education Social Care Profession 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Allen, D (1997) The nursing—medical boundary: a negotiated order?, Sociology for Health and Illness, 19, 498–520.CrossRefGoogle Scholar
  2. Areskog, N (1988) Editorial: The need for multi-professional health education in undergraduate studies, Medical Education, 22, 251–2.CrossRefPubMedGoogle Scholar
  3. Areskog, N-H (1995) Multi-professional education at the undergraduate level. In Soothill, L, Mackay, L and Webb, C (eds), Inter-professional relations in health care, pp. 125–39, London: Edward Arnold.Google Scholar
  4. Atkinson, P (1981) The Clinical Experience. The Construction and Reconstruction of Medical Reality. Farnborough: Gower.Google Scholar
  5. Audit Commission (1992) Homeward Bound: A new course for community health. London: HMSO.Google Scholar
  6. Audit Commission (1996) By Accident or Design. Improving Services in England and Wales. London: HMSO.Google Scholar
  7. Banta, D and Fox, R (1972) Role strains of a health care in a poverty community, Social Science and Medicine, 6, 607–722.CrossRefGoogle Scholar
  8. Barnett, R (1990) The Idea of Higher Education. Buckingham: Open University Press.Google Scholar
  9. Barr, H (1996) Ends and means in inter-professional education: towards a typology, Education for Health, 9, 341–52.Google Scholar
  10. Barr, H (1998) Competent to collaborate: towards a competency-based model for interprofessional education, Journal of Interprofessional Care, 12(2).Google Scholar
  11. Beattie, A (1995) War and peace among the health tribes. In Soothill, K, Mackay, L and Webb, C (eds), Interprofessional Relations in Health Care, 11-26, London: Edward Arnold.Google Scholar
  12. Bernstein, B (1971) Class, Codes and Controls, Volume 1. London: Routledge.CrossRefGoogle Scholar
  13. Brown, T M (1982) An historical view of healthcare teams. In Agich, G J (ed) Responsibility in Health Care, Dordrecht, Holland: Reidel Publishing Company.Google Scholar
  14. Carpenter, J (1995) Interprofessional education for medical and nursing students: evaluation of a programme, Medical Education, 29, 265–72.CrossRefPubMedGoogle Scholar
  15. Carpenter, J and Hewstone, M (1996) Shared learning for doctors and social workers: evaluation of a programme, British Journal of Social Work, 26, 239–57.CrossRefGoogle Scholar
  16. Clyde Report (1992) Report of the Inquiry into the Removal of Children from Orkney in February 1991, Edinburgh: HMSO.Google Scholar
  17. Coit Butler, F (1978) The concept of competence, Educational Technology, 18, 7–16.Google Scholar
  18. Cribb, A and Bignold, S (1999) Towards the reflexive medical school: the hidden curriculum and medical education research, Studies in Higher Education, 24(2), 195–209.CrossRefGoogle Scholar
  19. Cumberlege Report (1986) Neighbourhood Nursing: A Focus for Care. Report of the Community Nursing Review, London: HMSO.Google Scholar
  20. Davidson, L and Lucas, J (1995) Multi-professional education in the undergraduate health professions curriculum: observations from Adelaide, Linkoping and Salford, Journal of Interprofessional Care, 9, 163–76.CrossRefGoogle Scholar
  21. Department of Health (1990) NHS and Community Care Act. London: HMSO.Google Scholar
  22. Department of Health (1997) The New NHS Modern Dependable. London: HMSO.Google Scholar
  23. Department of Health (2000) The NHS Plan. London: HMSO.Google Scholar
  24. DHSS (1981) Care in the Community. London: DHSS.Google Scholar
  25. DHSS (1986) Primary Health Care: An Agenda for Discussion. London: HMSO.Google Scholar
  26. Dingwall, R and McIntosh, J (1978) Teamwork in theory and practice. In Dingwall, R and McIntosh, J (eds), Readings in the Sociology of Nursing. Edinburgh: Churchill Livingstone.Google Scholar
  27. Field, R and West, M (1995) Teamwork in primary health care 2: perspectives from practices, Journal of Interprofessional Care, 9, 123–30.CrossRefGoogle Scholar
  28. Freeth, D and Nicol, M (1998) Learning clinical skills: an interprofessional approach, Nurse Education Today, 18, 455–61.CrossRefPubMedGoogle Scholar
  29. Friedson, E (1970) Profession of Medicine. A Study of the Sociology of Applied Knowledge. New York: Harper and Row.Google Scholar
  30. Fulop, T (1976) New approaches to a permanent problem, WHO Chronicle, 30, 433–41.PubMedGoogle Scholar
  31. Glen, S (1999) The demise of the apprenticeship model. In Nicol, M and Glen, S (eds), Clinical Skills in Nursing. The Return to the Practical Room?, Basingstoke: Macmillan — now Palgrave.Google Scholar
  32. Guzzo, R and Shea G (1992) Group performance and intergroup relations in organisations. In Dunette, M and Hough, L (eds), Handbook of Organisational Psychology 3, 269–313, Palo Alto: Consulting Psychologists Press.Google Scholar
  33. Harden, R (1998) AMEE guide No.12: Multi-professional education: Part 1 — effective multi-professional education: a three-dimensional perspective, Medical Teacher, 20, 402–8.CrossRefGoogle Scholar
  34. Harvey, L, Moon, S, Geall, V and Bower, R (1997) Graduates’ work: organisational change and student attributes, Birmingham: Centre for Research into Quality, University of Central England in Birmingham.Google Scholar
  35. Headrick, L, Wilcock, P and Batalden, P (1998) Interprofessional working and continuing medical education, British Medical Journal, 316, 771–4.CrossRefPubMedPubMedCentralGoogle Scholar
  36. Higher Education Quality Council (1994) Choosing to change. Extending access, choice and mobility in higher education, London: Higher Education Quality Council.Google Scholar
  37. Howard, J and Byl, N (1971) Pitfalls in interdisciplinary teaching. Journal of Medical Education, 46(9), 772–81.Google Scholar
  38. HSMU (Health Services Management Unit) (1996) The Future Healthcare Workforce. Manchester: HSMU.Google Scholar
  39. Hurst, K (1999) Educational implications of multiskilled health carers. Medical Teacher, 21, 170–3.CrossRefPubMedGoogle Scholar
  40. Jayawickramarajah, P (1993) The Effectiveness of Problem-Based Curriculum in Medical Education. In Faculty of Educational Studies, 450, Southampton: University of Southampton.Google Scholar
  41. Johnston, K (1978) Dangerous knowledge: a case study in the social control of knowledge, Australian and New Zealand Journal of Sociology, 14, 104–12.CrossRefGoogle Scholar
  42. Leathard, A (1994) Interprofessional developments in Britain: an overview. In Leathard, A. (ed.), Going Inter-Professional. Working Together for Health and Welfare, 3–37. London: Routledge.CrossRefGoogle Scholar
  43. Loxley, A (1997) Collaboration in Health and Welfare. Working with Difference. London: Jessica Kingsley Publishers.Google Scholar
  44. Mackay, L (1993) Conflicts in Care: Medicine and Nursing. London: Chapman and Hall.Google Scholar
  45. Mackay, L, Soothill, K and Webb, C (1995) Troubled times: the context for inter-professional collaboration. In Soothill, K, Mackay, L and Webb, C (eds), Interprofessional Relations in Health Care, 5–10, London: Edward Arnold.Google Scholar
  46. Mariano, C (1989) The case for interdisciplinary collaboration. Nursing Outlook, 37, 285–8.PubMedGoogle Scholar
  47. Mason, E J and Parascondola, J (1972) Preparing tomorrow’s health care team, Nursing Outlook, 20(11), 728–31.PubMedGoogle Scholar
  48. Mazur, H, Beeston, J and Yerxa, E (1979) Clinical interdisciplinary health team care: an educational experiment, Journal of Medical Education, 54, 703–13.PubMedGoogle Scholar
  49. McMichael, P, Irvine, R and Gilloran, A (1984) Pathways to the professions: research report. Edinburgh: Moray House College.Google Scholar
  50. Melia, K (1987) Learning and Working. The Occupational Socialization of Nurses. London: Tavistock Publications.Google Scholar
  51. Miller, C, Ross, N and Freeman, M (1999) Shared Learning and Clinical Teamwork: new directions in education for multiprofessional practice, London: English National Board for Nursing, Midwifery and Health Visiting.Google Scholar
  52. Millerson, G (1973) Education in the Professions, Cook, T (ed.). Methuen.Google Scholar
  53. Øvretveit, P, Mathias, P and Thompson, T (1997) Interprofessional working for health and social care. Community Health Care Series. Basingstoke: Macmillan — now Palgrave.CrossRefGoogle Scholar
  54. Parsell, G, Spalding, R and Bligh, J (1998) Shared goals, shared learning: evaluation of a multi-professional course for undergraduate students, Medical Education, 32, 304–11.CrossRefPubMedGoogle Scholar
  55. Stein, L, Watts, D and Howell, T (1990) The doctor-nurse game revisited, Nursing Outlook, 38, 264–8.Google Scholar
  56. Svensson, R (1996) The interplay between doctors and nurses-a negotiated order perspective, Sociology of Health and Illness, 18, 379–98.CrossRefGoogle Scholar
  57. Szasz, G (1969) Interprofessional education in the health sciences, Millbank Memorial Fund Quarterly, 47, 449–75.CrossRefGoogle Scholar
  58. Tope, R (1996) Integrated interdisciplinary learning between health and social care professions. A feasibility study. Aldershot: Avebury.Google Scholar
  59. UKCC (1999) Fitness for Practice. London: UKCC.Google Scholar
  60. Walby, S, Greenwell, J, Mackay, L and Soothill, K (1994) Medicine and nursing. Professions in a changing health service. London: Sage.Google Scholar
  61. Weldon, E and Weingart, L (1993) Group goals and group performance, British Journal of Psychology, 32, 307–34.CrossRefGoogle Scholar
  62. West, M (1996) Handbook of Workgroup Psychology. Chichester: Wiley.Google Scholar
  63. West, M (1999) Communicating and teamworking in healthcare, NT Research, 4, 8–17.CrossRefGoogle Scholar
  64. West, M and Slater, J (1996) Teamworking in primary health care: a review of its effectiveness, London: Health Education Authority.Google Scholar
  65. While, A (1994) Competence versus performance: which is more important? Journal of Advanced Nursing, 20, 525–31.CrossRefPubMedGoogle Scholar
  66. Wicks, D (1998) Nurses and Doctors at Work. Rethinking Professional Boundaries. Buckingham: Open University Press.Google Scholar
  67. Wilson, J (1998) Integrated Care Management, British Journal of Nursing, 7, 201–2.CrossRefPubMedGoogle Scholar
  68. World Health Organisation (1973) Continuing education for physicians, Technical Report Series NO. 534, Geneva: WHO.Google Scholar
  69. World Health Organisation (1979) Primary health care in Europe, Euro Report No. 14, Geneva: WHO.Google Scholar
  70. World Health Organisation (1984) Health for All 2000, Copenhagen: WHO Regional Office.Google Scholar
  71. World Health Organisation, Steering Group on Multi-professional Education (1988) Learning together to work together for health. The team approach. Geneva: WHO.Google Scholar
  72. Zwarenstein, M, Atkins, J, Barr, H, Hammick, M, Koppel, I, Reeves, S (1999) A systematic review of interprofessional education, Journal of Interprofessional Care, 13(4), 417–24.CrossRefGoogle Scholar

Copyright information

© Stuart Cable 2002

Authors and Affiliations

  • Stuart Cable

There are no affiliations available

Personalised recommendations