Leading interprofessional practice: a conceptual framework to support practitioners in the field of learning disability.
One of the key challenges for practitioners in present day health and social care has been responding effectively in the interprofessional teamwork setting, where collaboration is at the centre of professional activity. For whilst practitioners are expected to work interprofessionally there often re...
| Publicado en: | Journal of Nursing Management Vol. 11; no. 6; pp. 387 - 396 |
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| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Nov2003
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106745957&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106745957 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09660429 81U jtl: Journal of Nursing Management issn: 09660429 maglogo: Y pubinfo: dt: Nov2003 vid: 11 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106745957 106745957 11124091 11124091 10.1046/j.1365-2834.2003.00430.x NLM14641720 106745957 ppf: 387 ppct: 9 formats: tig: atl: Leading interprofessional practice: a conceptual framework to support practitioners in the field of learning disability. aug: au: McCray J affil: Portsmouth Institute of Health, Medicine and Social Care, University of Portsmouth, St Georges Building, 141 High Street, Portsmouth, Hants, UK; janet.mccray@port.ac.uk sug: subj: Interprofessional Relations Leadership Learning Disorders Therapy Nurses Administration Social Work Administration Support, Psychosocial Attitude of Health Personnel Conceptual Framework Conflict (Psychology) England Grounded Theory Health Knowledge Interview Guides Nurses Education Nurses Psychosocial Factors Nursing Role Semi-Structured Interview Social Workers Education Socialization Human ab: One of the key challenges for practitioners in present day health and social care has been responding effectively in the interprofessional teamwork setting, where collaboration is at the centre of professional activity. For whilst practitioners are expected to work interprofessionally there often remains limited attention to the actual process of interprofessional practice itself, within organizational strategy, local workforce development planning and individual continuing professional development. These concerns were a driver for this research with practitioners in the field of learning disability which resulted in the development of a conceptual framework for interprofessional practice. This paper sets out the process of conceptual framework development, underpinned by the concepts of knowledge of learning disabilities, contextual socialisation, empowerment, conflict management, transforming capability and interprofessional reflection on action. The researcher suggests that the framework may offer clinical leaders in learning disabilities and a range of other practice settings a tool to facilitate individual practitioner development, enabling as it does, the identification of a range of critical factors which impact on the outcomes of interprofessional practice intervention. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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