Reviews of theoretical frameworks: Challenges and judging the quality of theory application

Hean, Sarah; Anderson, Liz; Green, Christopher; John, Carol; Pitt, Richard; O’Halloran, Cath

doi:10.3109/0142159x.2015.1075648

Cited by 17 publications

(19 citation statements)

References 12 publications

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“…When this choice has been made, they may refer to the synthesis presented in Figure 2 to select a theory and refer to its antecedents in the evidence base. Theoretical application should be robust and useful guidelines are provided by Hean et al (2016).…”

Section: Resultsmentioning

confidence: 99%

“…Greenhalgh 1997; CASP 2012), there is no criterion-referenced framework available to judge the quality of theory contribution. The review team developed a theoretical quality tool (TQT) to appraise theoretical quality (Hean et al 2016), adapting the dimensions of theory evaluation proposed by Fawcett (2005) and…”

Section: Beme Reportmentioning

confidence: 99%

“…APPENDIX 2: THEORETICAL QUALITY TOOL (TQT) to assess theoretical quality of each paper (seeHean et al, 2016) Complexity theory applied to IPE committee members' experience of curriculum designComplexity theory provides a useful tool not only to understand the experiences of the committee responsible for IPE curriculum design but it also clearly underpins the development of practical guidelines for future interprofessional curriculum development. (p101) Provides practical suggestions on how to change the way IPE committees can be structured based on this.…”

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confidence: 99%

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The contribution of theory to the design, delivery, and evaluation of interprofessional curricula: BEME Guide No. 49

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Theories contribute considerably to the interprofessional field, though many curricular elements remain under-theorized. The literature offers no "gold standard" theory for interprofessional curricula; rather theoretical selection is contingent upon the curricular component to which theory is to be applied. Theories contributed to interprofessional curricula by explaining, predicting, organizing or illuminating social processes embedded in interprofessional curricular assumptions. This review provides guidance how theory might be robustly and appropriately deployed in the design, delivery, and evaluation of interprofessional curricula.

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Section: Resultsmentioning

confidence: 99%

Section: Beme Reportmentioning

confidence: 99%

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confidence: 99%

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The contribution of theory to the design, delivery, and evaluation of interprofessional curricula: BEME Guide No. 49

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“…Although there is considerable interest in the theoretical underpinning of IPE and some tentative models have been suggested for this subject in healthcare professions, much further development is needed to evolve the theory and practice surrounding this subject (Hean S, 2009(Hean S, , 2016. Hean suggests that adult learning theory, and exploring the rationale and importance of problem solving, facilitation and scaffolding are required in the design of interprofessional curricula (Hean S, 2013) As IPL evolves, two key families of learning theory have been associated with IPL, including behaviourism and constructivism (social and cognitive).…”

Section: Theoretical Underpinning Of Interprofessional Educationmentioning

confidence: 99%

Conscious Competence in Interprofessional Learning in Healthcare Education

Houldsworth¹

2018

MedEdPublish

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The delivery of effective, high-quality patient care is a highly complex activity, demanding health and social care professionals to collaborate in an effective manner. Interprofessional learning (IPL) is professionally relevant, intellectually stimulating and evidence based. New learning paradigms for healthcare professionals explore new ways to combine expertise, delivering IPL programmes where patient safety and quality of care can be improved (WHO 2010). Intervening early in the health professional's career with collaborative activities with IPL is now considered important in healthcare training. Development of multidisciplinary student centred ideas hopefully results in the enhancement of patient-centred care. Conscious competence in understanding the benefits of IPL is needed to recognise those that are naïve to IPL and competent professionals who are able to design new curricular and deliver training to address unconscious incompetence to IPL. There are many diverse theories applied to IPL where theory is observation of practice, confirmed by practice. Much development and consolidation of IPL theory is needed.No one healthcare profession can give complete healthcare single-handed. Keywords:Interprofessional learning, collaboration, healthcare professionals, human factors, healthcare cultural barriers Defining interprofessional learning, collaboration and practiceWorking with other disciplines clearly instils a mutual respect of other professionals with shared values, who perform effectively in different team roles and provide patient-centred care that is safe, timely, efficient, effective and equitable. (Barr H, Low H, 2012) Firstly, to establish a definition of Interprofessional Iearning (IPL), which is when individuals improve knowledge and competence during interprofessional education. Interprofessional education (IPE) occurs when two or more professions learn, with or about each other, aiming to improve interprofessional collaboration (IPC) and the quality Houldsworth A MedEdPublish https://doi.org/10. 15694/mep.2018.0000039.1 Page | 2 of care (CAIPE, 2008). IPE in health professions pursues the goal of enabling IPC (CAIPE, 2011). Some core competencies have been identified for interprofessional practice.Intervening early in healthcare training is considered important in healthcare education within the health professionals' career pathway, using collaborative activities and IPL. Experienced professionals who engage in advanced professional practice by continued professional development (CPD) are considered to be advanced practitioners.Effective teaching is an essential requirement for effective IT. When addressing an interprofessional curriculum to deal with differences as well as the interprofessional commonalities, common broad headings and knowledge bases need to be identified. The different cognitive maps of the different disciplines need to be understood in order to differentiate the teaching for each of the professional groups, which may have alternative starting points and abilitie...

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“…Calls to evaluate and research IPE and IPP within theoretical frameworks [22], [23] to enhance scholarship and provide context highlight the need to explore the nature of IPE and IPP and the interactions between them. So far only a minority of evaluation studies have made specific reference to theories informing their approach, although adult learning theory continues to be frequently implicit (as noted ten years ago by Barr et al, 2005 [24]).…”

Section: Discussionmentioning

confidence: 99%

Collaboration, cooperation, communication, contact and competencies

Thistlethwaite

2016

GMS Journal for Medical Education; 33(2):Doc37

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Reviews of theoretical frameworks: Challenges and judging the quality of theory application

Cited by 17 publications

References 12 publications

The contribution of theory to the design, delivery, and evaluation of interprofessional curricula: BEME Guide No. 49

The contribution of theory to the design, delivery, and evaluation of interprofessional curricula: BEME Guide No. 49

Conscious Competence in Interprofessional Learning in Healthcare Education

Collaboration, cooperation, communication, contact and competencies

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