Collaboration, professional identity and reflection across boundaries

Wackerhausen, Steen

doi:10.1080/13561820902921720

Cited by 156 publications

(140 citation statements)

References 11 publications

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“…The students should be directed to relevant theories and policies that underpin their different profession-specific responses. Interprofessional reflection enables a deeper level of learning (Wackerhausen, 2009). We advise planning for students to return to their learning base where the practice-educator should encourage students to reflect and analyse their experiences.…”

Section: Constructing the Learningmentioning

confidence: 99%

Interprofessional Education and Practice Guide No. 6: Developing practice-based interprofessional learning using a short placement model

Anderson

Ford

Kinnair

2016

Journal of Interprofessional Care

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Offering undergraduate and post-qualified learners opportunities to take part in, and reflect on, the nature of interprofessional working when in practice remains an important goal for interprofessional educators. There are a plethora of opportunities within hospital and community care for learners to actively participate in health and social care delivery where collaborative practice prevails. However, it remains challenging to know how to establish and sustain meaningful interprofessional practice-based learning. This is because profession-specific teaching is prioritised and many teams are under-resourced leaving little time for additional teaching activities. In some instances practitioners lack the knowledge concerning how to design meaningful interprofessional learning and often feel unprepared for this teaching because of limited interprofessional faculty development. Others are simply unaware of the presence of the different students within their practice area. This guide offers key lessons developed over many years for setting up practice-based interprofessional education. The learning model has been adapted and adopted in different settings and countries and offers a method for engaging clinical front-line practitioners in learning with, and from learners who can help support and in some instances advance care delivery.

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Section: Constructing the Learningmentioning

confidence: 99%

Interprofessional Education and Practice Guide No. 6: Developing practice-based interprofessional learning using a short placement model

Anderson

Ford

Kinnair

2016

Journal of Interprofessional Care

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“…Empirical evidence, whilst promising, also suggests that traditional difficulties of professional identity (Wackerhausen, 2009;Copnell, 2010), organisational bureaucracy and workforce resistance (Meads, 2007) remain.…”

Section: Concluding Commentsmentioning

confidence: 99%

The making of the interprofessional arena in the United Kingdom: a social and political history

Green

2013

Journal of Interprofessional Care

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This article offers a critical sociological rendering of the making of the interprofessional arena in the United Kingdom. It offers an interpretation of the conditions that led to the formation, expansion and development of the interprofessional arena using a social worlds/arenas lens of secondary data. Ipropose that the making of the interprofessional arena has been achieved in three historiographical phases. First, the "recognition of the professionalisation conundrum" that led to the intuitive assumption that interprofessional education (IPE) could lead to improved collaboration in practice and improved outcomes. Second, the "legitimisation" of the interprofessional assumption through the development of networks, building consensus, nurturing an evidence base and negotiating with policymakers. Third, "Talking up and acting up" the interprofessional agenda by developing global communities of practice, pandering to a neoliberal agenda, disseminating exemplars of good practice and encouraging practical changes within diverse settings. Articulating these historical 'moments' may allow us insights into the conditions that have created the contemporary interprofessional arena and offer us ways of considering how present conditions may re-shape the discourses that constitute the interprofessional arena of the future.

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“…Indeed IPE has been designed to help students gain deeper insights into each other's values-bases and challenge professional socialisation and much depends upon the ability to help students reflect from within the stances of their own and other professions (Wackerhausen, 2009) The use of portfolios in learning and assessment Portfolios offer the opportunity to collect a range of work and are widely used as assessment tools within health and social care professional education to facilitate on-going professional development and lifelong-learning (Tartwijk & Driessen, 2009;Buckley et al, 2009). There is widespread agreement that portfolios can legitimately be used as an assessment tool to evaluate students' progress; and to some extent, the effectiveness of their learning experiences (Harris, Dolan, Gavin, 2001;Boursicot & Roberts, 2006;Davis & Ponnamperuma, 2005).…”

Section: Assessing Interprofessional Competencies?mentioning

confidence: 99%

Learning to be interprofessional through the use of reflective portfolios?

Domaç

Anderson

Smith

2016

Social Work Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. of this research suggest that qualifying students were largely capable of reflecting on their development of interprofessional competence after attending specific interprofessional learning events, which were part of a wider programme. Social work students found reflective writing difficult, although this improved over time. In particular students struggled to write about skills and attitudes. Students perceived the portfolio to be a good way to assess their progress and believed this helped them to engage with their learning and make meaning through reflection and analysis.They appreciated that interprofessional learning and feedback from their assessments had advanced their abilities for self-analysis; despite needing help with reflective writing, they felt better prepared for on-going use of reflection in their professional development, and in 'working together'.2

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Collaboration, professional identity and reflection across boundaries

Cited by 156 publications

References 11 publications

Interprofessional Education and Practice Guide No. 6: Developing practice-based interprofessional learning using a short placement model

Interprofessional Education and Practice Guide No. 6: Developing practice-based interprofessional learning using a short placement model

The making of the interprofessional arena in the United Kingdom: a social and political history

Learning to be interprofessional through the use of reflective portfolios?

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