Not just a talking shop: practitioner perspectives on how communities of practice work to improve outcomes for people experiencing multiple exclusion homelessness

Abstract

Within homelessness services recent policy developments have highlighted the need for integration and improved collaborative working and also, the need for 'Psychologically Informed Environments' (PIES) in which workers are better equipped to manage the 'complex trauma' associated with homelessness. Drawing on the findings of an evaluation of a multi-site development programme, this paper demonstrates how both these policy aspirations might be implemented through a single delivery vehicle (a community of practice). The paper describes how organisational, educational and psychosocial theory was used to inform programme design and reflects on the utility of these approaches in the light of the evaluation findings. It is reported that communities of practice can deliver significant performance gains in terms of building collaborative relationships and opening-up opportunities for interdisciplinary education and learning. Filling an important knowledge gap, it also suggested how (professional) participation in a community of practice might work to improve outcomes for service users. Most likely we see those outcomes as being linked to tackling exclusion by sustaining the workforce itself, that is in motivating workers to remain engaged and thinking positively in what is an emotionally challenging and stressful job role.

Mothering without a home: attachment representations and behaviours of homeless mothers and children

“…kissed' (I have a little list, 1992). Against this background, housing policy tends to spend energy in promoting 'independent living' and discouraging prolonged attachments to hostels or staff within them (Cornes et al, 2014).…”

Using a meta-ethnographic approach to explore the role of interprofessional education in inclusion health for health and care staff

“…Similarly, structured learning and reflection was used in the Community of Practice (Cornes et al, 2014), Knowledge and Understanding Framework (Ebrahim et al, 2016) and Knowledge Exchange approaches (Guirguis-Younger et al, 2009). The aim of these methods was to promote collaboration through identifying shared experiences, problems and tensions and critical reflection of services and organisations.…”

“…Such transformative learning is reported to challenge stigma, discrimination and misinformation and promote collective empowerment to address social injustice through human connection (Chrisman-Khawam et al, 2017;Cornes et al, 2014;Kools et al, 2015;Guirguis-Younger et al, 2009).…”

Organization and system theories in interprofessional research: a scoping review

“…For instance, principles of adult learning theory, such as problem-based learning, have been widely used in the design of IPE activities (Reeves et al, 2016). Cornes et al (2014) utilised Wenger's Communities of Practice theory in relation to frontline interprofessional homelessness services. However, a limitation of such theories is that their focus does not extend beyond the individuals or groups involved, a limitation given previously acknowledged contextual factors influencing interprofessionalism.…”