Interprofessional practice in health and social care : challenging the shared learning agenda / Carolyn Miller, Marnie Freeman, Nick Ross.
Material type:![Text](/opac-tmpl/lib/famfamfam/BK.png)
- 9780340762561 (pbk.) :
- 034076256X(pbk.) :
- 362.10941 MIL
- RA395.G7
Item type | Current library | Call number | Copy number | Status | Date due | Barcode | |
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Long Loan | TUS: Midlands, Main Library Athlone General Lending | 362.10941 MIL (Browse shelf(Opens below)) | 1 | Available | 127414 |
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362.1094 ABE Choices in health policy : an agenda for the European Union / | 362.10941 BRA Health policy for health care professionals / | 362.10941 BRA Health policy for health care professionals / | 362.10941 MIL Interprofessional practice in health and social care : challenging the shared learning agenda / | 362.10941 SIM Primary health care sciences / | 362.10941 STE The advanced handbook of methods in evidence based healthcare / | 362.10941 STE The advanced handbook of methods in evidence based healthcare / |
Includes bibliographical references (p. 238-244) and index.
1. The agenda for multiprofessional practice and education--What this book is about--The stakeholders--Collecting information--The context for multiprofessional practice and shared learning--Overview of the following chapters--2. Patterns of clinical teamworking--Introduction--The nature of the study--The case-study approach--The picture:three types of multiprofessional learning--3. The impact of the organisation on teamworking--Introduction-- The effects of recent Government policy on themworking--Diversity of patient populations--The team orientation of organisational structures and processes--Opportunities for working closely--4. The influence of individual beliefs on teamworking--Introduction-- Philosophies of multiprofessional working--The meaning of teamwork--5. Group processes and their effects on teamwork--Introduction--What it means to be a team member--The team environment--Leadership styles and their influence on teamwork--Task and team role contribution--Conflicting models of patient care--Becoming a new team member--6. Deriving an educational agenda from the realities of teamworking--Introduction--The implications for education--The stages of professional development--7. Where we are now: the current provision of multiprofessional education--Introduction--The content of multiprofessional education--The process of multiprofessional education---Comparison of the teamwork agenda and current patterns of multiprofessional learning in higher education--The national survey of initiatives in multiprofessional education--The mismatch of teamworking and current education--Other barriers to multiprofessional education--The effect of the higher education agenda and organisational barriers on the educational process--8. Where we need to be: a model for multiprofessional education--Introduction--General design criteria for multiprofessional education--Multiprofessional learning in initial education--A model of multiprofessional learning--The focus of multiprofessional learning--Shared learning in continuing education--Facilitating multiprofessional learning--9. Closing the gaps--Rhetoric and reality--Can education consortia narrow the gaps?--Why attack the gaps?
The issues and problems faced by health and social care professionals when working in shared learning initiatives are explored in this book. Models are offered to help them develop a multi-professional service.