Leadership Development for Interprofessional Education and Collaborative Practice

D. Forman, M. Jones, J. Thistlethwaite, D. Forman, M. Jones, J. Thistlethwaite

• Publisher: Palgrave Macmillan
• Year: 2014
• Print ISBN: 9781137363015
• eBook ISBN: 9781137363022
• Topic: Business
• Subtopic: Business Strategy
• Index: Business

Leadership Development of Interprofessional Education and Collaborative Practice is an edited compilation of chapters written by international medical and health professional experts. The book provides historical and current perspectives on leadership in healthcare.

1

Introduction

Dawn Forman

This book is unique in taking the wealth of global experience in interprofessional education and practice, together with the huge amount of literature on leadership, and looking at the developments that have taken place internationally with regard to implementing interprofessional education and practice in a variety of settings.

The chapters represent the work of a number of internationally renowned authors and explore which leadership models ensure that interprofessional practice can be developed and implemented, and provide insight into how this can be sustained in the future. A key leadership concept in itself is storytelling (Denning, 2005) and the text provides stories from around the world. What is made apparent is the variety of contexts in which interprofessional education and practice is now taking place. The key challenge for leadership in interprofessional contexts is finding champions and leaders who not only establish this practice but also build in succession planning (Meads et al., 2009) to ensure that ongoing delivery and development of practice can be achieved; and securing the numerous consequential benefits of care for the patient/client and the community. Crisp (2010) advocates that we turn the world upside down to find solutions that have been developed internationally and that could be used as models to help healthcare provision. Mature IPE nations can equally learn from the experiences of emerging IPE nations. This book builds upon this philosophy in ensuring that leadership development for interprofessional education and collaborative practice utilizes the best global examples where individuals are ‘learning with, from and about each other to improve collaboration and the quality of care’ (CAIPE, 2002).

Where possible, the authors draw on research in interprofessional practice to provide evidence for their argument. They provide case studies, scenarios and literature reviews as appropriate to their context. In reviewing the experience of the variety of authors it is hoped that the reader will feel enabled to base the introduction and development of interprofessional education on firm theories and utilize the model appropriate to their context in ensuring that interprofessional education is not only developed and embedded but is maintained in a sustainable fashion.

A variety of leadership models have been used in the book. Many of the chapters utilize transformational leadership as a background to facilitating the change that is needed within their own organization and within the practice setting. The transformational and change-management philosophies therefore enable an unfreezing movement and refreezing in the author’s context. Some build upon empowering and evolved leadership models to overcome barriers; some indicate that emotional intelligence and clear communication strategies are needed to both create an interprofessional environment and to sustain it. Interestingly, others, particularly within the developing world, look at servant leadership models and collaborative means of communication, and reinforce the concept of team development and group facilitation. Interprofessional collaboration and competency domains, as well as the development of professional identity, provide a clear context for consideration in two of the chapters.

It is hoped, therefore, that this book can be looked at from a leadership perspective, an interprofessional education and practice perspective, and a change-management perspective. But overall the reader is drawn to reflecting on the experience of others, learning from good practice and from the mistakes that have been made to ensure that, in their context when leading interprofessional education and practice, they can be assured of successful and sustainable developments in the future.

How to use this book

For ease of reading we have separated the book into three parts. Part I, ‘Historical Perspectives: Leaders and Champions’, provides two perspectives on the development of interprofessional leaders and the development of interprofessional practice internationally. Part II, ‘Linking Theory to Practice: Improving Client Care’, looks at some of the theoretical perspectives in interprofessional education and how these have been used to inform the development of practice. Part III, ‘Worldwide Perspectives’, provides ‘stories’ of leadership in interprofessional practice to give the reader an insight into the variety of developments that are taking place internationally.

Below are a series of tables: Table 1.1 indicates the country the chapter refers to, and the leadership model(s) highlighted, while Table 1.2 provides useful definitions for terms and concepts used in the book. Table 1.3 takes the leadership topic, indicates the chapter source and provides a list of further reading that may be helpful.

In whichever way you choose to read and use this book we hope you enjoy the experience and find new ways of leading the development, implementation and sustainability of interprofessional education and practice.

Table 1.1 Chapters and the leadership aspect highlighted

Chapter	Country	Key leadership aspects highlighted
Part I
2	Multiple international	Emotional intelligence, change management, communication, the servant-leadership model, team working, team building, empowering, professional identity, motivation, and role models (champions), empowering leadership/transformational leadership
3	Canada	Communication, team working, competency, collaboration and shared decision-making, empowering, professional identity, strategic/governance support
Part II
4	UK	Communication, team working, change management
5	UK	Communication, change management, servant-leadership model, collaboration, and shared decision-making, empowering, professional identity, team working, team building, strategic/governance support, empowering leadership/transformational leadership
Part III
6	Australia	Communication, collaboration, and shared decision-making, competency, motivation, and role models (champions), team working, servant leadership, team building, strategic/governance support, empowering leadership/transformational leadership
7	USA	Culture, collaboration, ...

Table of contents

• Cover
• Title
• Contents
• Copyright
• List of Figures
• List of Tables
• Foreword
• Acknowledgements
• Notes on Contributors
• 1 Introduction
• Part I Historical Perspectives: Leaders and Champions
• Part II Linking Theory to Practice: Improving Client Care
• Part III Worldwide Perspectives
• Index