Leadership and Collaboration

Further Developments for Interprofessional Education

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

• Publisher: Palgrave Macmillan
• Year: 2015
• Print ISBN:
  9781137432070
• eBook ISBN:
  9781137432094
• Topic: Social Sciences
• Subtopic: Business Strategy
• Index: Social Sciences

Leadership and Collaboration provides international examples of how leadership of interprofessional education and practice has developed in various countries and examines how interprofessional education and collaborative practice can make a difference to the care of the patient, client and community.

1

Introduction

Dawn Forman

This book builds on the ‘stories’ of our first volume (Forman, Jones and Thistlethwaite, 2014) to provide the latest developments and insights in international leadership in interprofessional education practice and collaboration. It is interesting to see the further leadership developments which have occurred since our first book, with more countries emphasizing the need for collaboration between health and social care professionals and the increasing recognition that we will not be able to cater for the health needs of our communities without changing the way in which we both educate and influence the practice of our healthcare workforce.

This direction was in part stimulated in 2013 by the WHO’s guidelines for transforming and scaling up health professionals’ education and training (WHO, 2013). Further discussion, including an interactive web site and social media, has facilitated interprofessional education being one of the six themes highlighted for early implementation in the transformation of the workforce (World Health Organization, nd) (http://whoeducationguidelines.org). An international leadership group is proactively using social media both to gather examples of good practice and to share developments.

Significant national agendas are also indicated in the time frame between our two books. For example, Health Education England (2014) urges us to develop a more flexible workforce that is able to respond to the changing patterns of service and embraces research and innovation to enable it to adapt to the changing demands of public health, healthcare and care services. In Australia the health leadership framework (Health Workforce Australia, 2013, P4) includes two significant quotes: ‘Research shows the quality of health leadership directly and indirectly affects the quality of patient care and is an important factor supporting best practice’ and ‘Leaders affect people, their satisfaction, trust in management, commitment, individual and team effectiveness (and) the culture and climate of organisations.’ Whilst in Indonesia the director general of higher education declared that all medical and health educational institutions in Indonesia are required to introduce interprofessional education (IPE) formally in the education process to improve the quality of healthcare (see Chapter 3).

In this book we advance further the exploration of the research and literature with regard to leadership in interprofessional education and hope to stimulate the reader into reflecting and planning changes in their own practice in this area. Whilst a number of the leadership concepts such as transformational and servant leadership and shared leadership are further explored, new terms are also introduced such as distributed leadership, social accountability, power relationships, and the value of social networks.

What Denning (2005) would describe as storytelling is again a vital and important feature of this book as the authors tell their stories. It is apparent in the various chapters how leaders in interprofessional education and practice are learning from good practice nationally; as in the case of research undertaken in Australia (Interprofessional Curriculum Renewal Consortium, Australia, 2014), explored in Chapter 8. Readers wanting to learn more about this may also want to read the article by Thistlethwaite et al. (2014). Increasingly in the chapters we see the authors using evidence-based practice as they both develop interprofessional education and practice and seek to ensure interprofessional developments are sustainable for the future. The change management approaches used to gain this sustainability build on what Sinek (2010) would describe as communicating the ‘why’ and not just the ‘how’ and ‘what’ of interprofessional practice, as we are trying to provide collaborative ways of working which build on the values of the staff in our health and social care systems in providing a ‘new era of thinking and practice’ (Bevan and Fairman, 2014, p. 3).

The call within health and social care services is not only for leadership of our professions to be interprofessional but for our services to be integrated in order that we can best serve our patients, clients, and communities. We look at the difficulties this poses internationally and explore how social media can be a challenging resource in the context of interprofessional leadership.

We hope this book stimulates the debate with regard to leadership in this field and encourages more research in the area and sharing of good practice.

How to use this book

As with our previous book we hope this guide will help you dip in and out of the book and find what you are looking for within easy reach. We have separated the book into three parts. Part I, Leadership Frameworks for Interprofessional Learning, provides useful frameworks on the development of interprofessional leaders and the development of interprofessional practice internationally. Part II, Collaborative Developments, looks at some of the ‘stories’ of collaborative developments taking place internationally. Part III, Innovation in Practice, provides ‘stories’ of innovations both in leadership and in interprofessional practice to give the reader an insight into the variety of developments that are taking place internationally. We could have divided our chapters differently, and there are similar themes across the chapters but also differences in focus and approach. Therefore to help you navigate the book and find out what is of most interest to you there is a series of tables below: Table 1.1 indicates the country the chapter refers to, and the leadership model(s) highlighted, while Table 1.2 focuses on the leadership topic, and provides a list of further reading that may be helpful. In addition Appendix A provides a comprehensive list of definitions, which again we hope is 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

Table 1.2 Further reading on the leadership aspect

References

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Atter, L. (2008). Using creative transformational leadership in shaping our hospice’s journey to excellence. Practice Development in Health Care, 7(3): 134–42.

Barr, H. (2012). Integrated and interprofessional care. International Journal of Integrated Care, 12: 1–4.

Bevan, H. and Fairman, S. (2014). The new era of thinking and practice in change and transformation: a call to action for leaders of health and care. NHS Improving Quality, at: http://media.nhsiq.nhs.uk/whitepaper/index.html [accessed 27 August 2014]

Bushe, G. R. and Marshak, R. J. (2014). The dialogic mindset in organization

development. Research in Organizational Change and Development, 22: 55–97.

Denning, S. (2005). The leader’s guide to storytelling: mastering the art and discipline of business narrative. San Francisco: Jossey-Bass.

Endacott, R., Boulanger, C., Chamberlain, W., Hendry, J., Ryan, H. and Chaboyer, W. (2008). Stability in shifting sands: contemporary leadership roles in critical care. Journal of Nursing Management, 16(7): 837–45.

Forman, D., Joyce, M. and McMahon, G. (2013). Creating a coaching culture for managers in your organization. Abingdon: Routledge.

Forman, D., Jones, M. and Thistlethwaite, J. (eds) (2014). Leadership development for interprofessional education and collaborative practice. Basingstoke: Palgrave Macmillan.

Gaboury, I., Lapierre, L. M., Boon, H. and Moher, D. (2011) Interprofessional collaboration within integrative healthcare clinics through the lens of the relationship-centered care model. Journal of Interprofessional Care, 25: 124–30.

Halvorson, C. K. and Chinnes, L. F. (2007). Collaborative leadership in product evaluation. AORN Journal, 85(2): 334–52.

Harrison, P. A. and Fopma-Lou, J. L. (2010). Reflective journal prompts: a vehicle for stimulating emotional competence in nursing. Journal of Nursing Education, 49(11): 644–52.

Health Education England. (2014). Research and innovation strategy: delivering a flexible workforce receptive to research and innovation. London: Department of Health

Health Workforce Australia. (2013). Health LEADS Australia: the Australian health leadership framework. Adelaide, Australia: Health Workforce Australia

Hoffman, S. J., Rosenfield, D., Gilbert, J. H. V. and Oandasan, I. F. (2008). Student leadership in interprofessional education; benefits, challenges and implications for educators, researchers and policymakers. Medical Education, 42(7): 654–61.

Interprofessional Curriculum Renewal Consortium, Australia. (2014). Curriculum renewal for interprofessional education in health. Canberra: Commonwealth of Australia. Office for Learning and Teaching.

Kenny, D. J., Richard, M. L., Ceniceros, X. and Blaize, K. (2010). Collaborating across services to advance evidence-based nursing practice. Nursing Research, 59(18): S11–S21.

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MacDonald, M. B., Bally, J. M., Ferguson, L. M., Murray, L. B. and Fowler-Kerry, S. E. (2012). Knowledge of the professional role of others: a key interprofessional competency. Nurse Education in Practice, 10(4): 238–42.

Meads, G., Jones, I., Harrison, R., Forman, D. and Turner, W. (2009). How to sustain interprofessional learning and practice: messages for higher education and health and social care management. Journal of Education and Work, 22(1): 67–79.

Metzger, M., Alexander, J. A. and Weiner, B. (2005). The effects of leadership and governance processes on member participa...

Table of contents

• Cover
• Title
• 1  Introduction
• Part I:  Framing Leadership in Interprofessional Education
• Part II:  Collaborative Developments
• Part III:  Innovation in Practice
• Appendix
• Index