Theories, relationships and interprofessionalism: Learning to weave

Abstract

In this article, we illustrate the application of a number of theoretical frameworks we have used to guide our work in interprofessional education (IPE) and collaborative interprofessional care (IPC). Although we do not claim to be experts in any one of these theories, each has offered important insights that have broadened our understanding of the complexities of interprofessional learning and practice. We have gained an appreciation for an increasing number of theories relevant to IPE and IPC, and, as a result, we have woven together more key principles from different theories to develop activities for all levels of interprofessional learners and clinicians. We pay particular attention to relational competencies, knotworking/idea dominance, targeted tension and situational awareness. We are now drawing on the arts and humanities and complexity theory to foster relationship-building learning. Evaluation of our endeavors will eventually follow these latter theories for methods that better match the human and social experiences that underpin learning. Our "theoretical toolbox" therefore may be of value to educators who develop and implement creative interprofessional learning activities, as well as clinicians interested in moving toward more effective collaboration.

Inter-agency work in Open Dialogue: the significance of listening and authenticity

“…Thus, if they are to promote effective collaboration, the collaborating professionals should aim to have greater focus on the same idea rather than their particular professions (Hall & Weaver, 2001;Hall, Weaver, & Grassau, 2013;Petrie, 1976). Petrie's concept of "Idea dominance" (Petrie, 1976: 32) addresses the importance of professionals reducing the emphasis on their particular profession and instead focusing on and highlighting one particular idea so that successful collaboration can be achieved more easily.…”

Enhancing patient-engaged teamwork in healthcare: an observational case study

“…Drawing on previous work by Hall, Weaver, and Grassau (2013), a number of theories and approaches can help inform the development of appropriate interventions. These include: (1) The identified patterns of patient-engaged care in this study showed that providers recognized, respected and valued each different perspective brought to the healthcare situation, including those of the patient and family (Engeström, 2005;Petrie, 1976).…”

Developing interprofessional education online: An ecological systems theory analysis

“…Ecological systems theory has provided a useful framework from which to consider interprofessional development in the context of a pre-registration IPE initiative and is recommended as a useful addition to the theories within the 'theoretical toolbox' advocated by Hall et al (2013). It provides a means of mapping potential influences on students and tapping into these to create menaingful experiences for those designing interprofessional education opportunities.…”

“…Examples informing contemporary interprofessional education, include the use of cultural-historical activity theory (CHAT) to explore interprofessional collaboration in teams (Bleakley, 2013) and the use of actor network theory (ANT) and complexity theory, as part of a 'theoretical toolbox' to inform the design of interprofessional education initiatives (Hall, Weaver & Grassau, 2013). Whilst CHAT acknowledges that human interaction with the environment is always mediated by culture, tools and signs, ANT focuses on interaction, including inanimate objects as actors.…”