Working together: lessons for collaboration between health and social services

Higgins, Ray; Oldman, Christine; Hunter, David J.

doi:10.1111/j.1365-2524.1994.tb00174.x

Cited by 35 publications

(26 citation statements)

References 4 publications

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“…The existence of separate management structures created tension between professional and service management (Higgins et al, 1993) and reinforced uni-professional responses (Rutter et al, 2004, Christiansen andRoberts 2005). In contrast strong management and appropriate professional support was essential to staff feeling confident in their new team or role , Gibbs et al, 2002, Asthana and Halliday 2003 and contributed to better outcomes for users of services (Clarkson et al, 2011, Brooks 2002.…”

Section: Organisational Issuesmentioning

confidence: 99%

“…In the first review Higgins et al (1993) identified problems caused by different degrees of professional autonomy which were acceptable amongst the various professions working in multi-agency teams. Such differences resulted in the emergence of distinct professional working practices, including working to different assessment procedures (Abbott 1995).…”

Section: Cultural/ Professional Issuesmentioning

confidence: 99%

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What have we learnt about joint working between health and social care?

Cameron¹

2015

Public Money & Management

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General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. AbstractJoint working between local authorities and the NHS has been an integral part of health and social care policy in the United Kingdom for many years. Using evidence from two literature reviews this article argues that there is little indication that joint working delivers the outcomes envisaged in policy. While recent reforms may be beginning to influence improvements, they are undermined by constant reform and professional scepticism.

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Section: Organisational Issuesmentioning

confidence: 99%

Section: Cultural/ Professional Issuesmentioning

confidence: 99%

What have we learnt about joint working between health and social care?

Cameron¹

2015

Public Money & Management

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“…This has been attributed to certain factors such as misunderstandings, negative stereotypes, role overlap, and failure in trust and communication (Higgins, Oldman, & Hunter, 1994;King ,Ross, Firth, & Arevalo 1999). Therefore, the high quality collaborative patient care that policy makers strived for did not seem to be fully achieved in such work environments.…”

Section: Interprofessional Educationmentioning

confidence: 99%

A Model for Using Reflection to Enhance Interprofessional Education

Zarezadeh

Pearson

Dickinson

2009

IJE

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Both Reflective Practice and Interprofessional Education (IPE) have gained a considerable attention in the past three decades. Although a plethora of literature exists on either topic, few articles address the issue of using reflective techniques to enhance IPE (King &Ross, 2003;Ross et al, 2005;Goosey & Barr, 2002;Craddock, O'Halloran, Borthwick, & McPherson, 2006) and fewer provide a model to achieve this.The aim of this article is to propose a simple model for employing reflection in the context of healthcare education to enhance the outcomes of shared learning occasions. This model encourages a "reflective dialogue" (Shon, 1987) between two components of self (I and Me) on "self" and on "self and others" from a symbolic interactionism's view (Blumer, 1996). This model is based the findings of the corresponding author's PhD project on "the teaching and learning reflective practice in medicine, nursing and physiotherapy" (Zarezadeh, 2009).Using symbolic interactionism as an interpretivist theoretical perspective, this study adopted a grounded theory methodology (Glaser & Strauss, 1967). A hermeneutic approach (Gadamer, 1975; Van Manen, 1990) informed both the theoretical perspective and the International Journal of EducationISSN 1948-5476 2009, Vol. 1, No. 1: E12www.macrothink.org/ije 2 methodology of this study. Semi-structured interviews with students and teachers, nonparticipant observations and student's reflective assignments and diaries were the main methods of data collection.In addition to the findings of the above PhD project this model is based on the literature of reflection and IPE particularly considering the aims of IPE such as improving services (Wilcock & Headrick, 2000), reducing "failure in trust and communication between professions," and modifying "negative attitudes and perceptions" (Carpenter, 1995).The model offers a structure for reflection in three personal, professional, and interprofessional levels, considering the organisational context and the culture of patient -centeredness. In each level a set of questions guide the reflections in such a way that insights gained in different levels relate to and inform each other. The outcome of reflection using this structure is awareness about "self," roles and responsibilities, the meanings of these concepts for self, and emotions evoked in the personal level. This awareness is achieved in the professional level when an individual reflects on assumptions, identity, role, and importance of his/her profession. Finally, guided reflections on issues such as the role and importance of other professions, opportunities of learning with and from them, and their importance generate a higher level of awareness that encompasses the broader context of patient care.

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“…As Higgins et al (1994) point out, assessment models, if they have any underpinning theoretical basis at all, are often driven by different assumptions and they argue that progress will not be achieved until those involved in assessment 'share a common culture'. This must mean abandoning the present emphasis on 'cook-book' approaches to assessment (Baldwin & Woods 1994) and articulating more clearly the parameters of good practice.…”

Section: Carer Familymentioning

confidence: 99%

Assessment: identifying the barriers to good practice

Nolan

Caldock

2007

Health &Amp; Social Care in the Community

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Although much has been written about the concept of assessment, there is still no clear consensus on the characteristics of good practice. Moreover, recent studies have highlighted the fact that frameworks for assessment are often heavily influenced by particular professional perspectives, and consequently the holistic assessment of need envisaged in the National Health Service (NHS) and Community Care Act 1990 has yet to emerge. This paper identifies some of the contradictions inherent in the practice guidance relating to assessment and discusses the results of early evaluations of the implementation of the new assessment process. A possible model to structure this process is outlined and suggestions made as to the benchmarks of good assessment practice.

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Working together: lessons for collaboration between health and social services

Cited by 35 publications

References 4 publications

What have we learnt about joint working between health and social care?

What have we learnt about joint working between health and social care?

A Model for Using Reflection to Enhance Interprofessional Education

Assessment: identifying the barriers to good practice

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