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Educational Studies 0305-5698 (print)/1465-3400 (online) Original Article 2010 Taylor & Francis 00 0 0000002010 PaulStepney P.M.Stepney@wlv.ac.ukCollaborative working has been part of official government policy for some time and whilst a great deal has been claimed about its benefits, in terms of better quality services and improved outcomes, it would seem that translating policy intentions into practice has hitherto proved a challenge. Moreover, evidence concerning the effectiveness of collaborative working in education, health and social care remains limited and thinly spread. One response to this dilemma has been to introduce shared learning opportunities through the incorporation of interprofessional education (IPE) modules into the curriculum of professional training programmes. This paper presents the findings from a study to evaluate the experience of a cohort of students from a range of different nursing specialities, undertaking a collaborative working module as part of their professional training at one UK university. The module aimed to critically analyse the philosophy of collaborative working and to encourage role appreciation and the values of different nursing, health and social care cultures. The module used shared learning during lectures, small group work and presentations in order to promote collaborative working within the educational setting. Using a mixed method design, incorporating a pre-and post-survey and semi-structured interviews, it was found that students revealed a strong commitment to collaborative working despite awareness of the problems that frequently have to be overcome. The major barriers identified from the survey were professional tribalism along with status and power differentials. These themes were explored in greater depth during the interviews where the module was seen to have enabled students to develop greater confidence in applying their professional knowledge, alongside developing improved communication and teamwork skills. The study offers some fresh insights into the most effective way of training nurses for collaborative working and the importance of promoting critical models of collaborative practice.

With the publication of the Green Paper A New Contract for Welfare the government has set out its analysis of the links between poverty, exclusion and the benefit system. This article traces New Labour thinking on these topics to popular discourses on poverty that constitute a new politics of welfare. In this, Tony Blair has been influenced by the programmes of the Clinton administration designed ‘to end welfare as we know it’. Using the Institute for Fiscal Studies’ report on expenditure in low income households as a case example, it can be shown that the government's New Deals have been moulded by a particular interpretation of the evidence and popular perceptions of poverty. These reforms, it is argued, will increase the coercion of poor people and do little to improve productivity or reduce public expenditure. The article concludes by outlining an alternative approach, based upon the resistance of poor people themselves, combining economic regeneration and community development with appropriate social support.

The 1989 Children Act emerged at a time of considerable tension in the relationships between the state, the 'family' and the individual.

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