Interprofessional collaboration, interprofessional education, and integrated service delivery models are becoming more frequently utilized by social systems. Collaboration amongst professionals is touted as a vital method for cultivating positive outcomes, client safety, and service delivery cohesion while addressing human and economic resource deficits (Baldwin, 1996; Reeves & Freeth, 2002; Wee, Hillier, Coles, Mountford, Sheldon, & Turner, 2001). While not explicitly recognized, group work and group processes are the underpinning of interprofessional collaboration. Interprofessional collaboration can be structured as an educational, therapy, psychoeducational, task, support, self-help, community organizing, or empowerment/liberation group (Furman, Bender, & Rowan, 2014) depending on its purpose. A brief review of literature and research highlights the limited works uniting group work theory and approaches to interprofessional practice. San Martín-Rodríguez, Beaulieu, D’Amour, and Ferrada-Videla (2005) emphasize interactional, organizational, and systemic themes as the determinants of successful interprofessional collaboration. These themes are discussed in the context of effective group process then linked to social work practice, a context for inclusive collaboration, and achieving organizational outcomes. Determinants of Successful Interprofessional Collaboration According to San Martín-Rodríguez et al. (2005), interactional, organizational, and systemic determinants serve as the framework for successful interprofessional collaboration. Interactional determinants are evident at the micro or individual level of collaboration and group work. These elements focus on interpersonal and individual characteristics required... ... middle of paper ... ...s a means to experience augmented power and status. Power and privilege inequalities and perceptions within interdisciplinary teams warrant further consideration. Baker, Egan-Lee, Martimianakis, and Reeves (2011) used Witz’s Model of Professional Closure (1992) as a lens through which they examined power dynamics within interprofessional collaboration. Witz’s Model of Professional Closure examines four categories of closure strategies and the interactions between them. The strategies are identified as (a) exclusionary, (b) demarcationary, (c) inclusionary, and (d) dual closure. Table 1 outlines how professional power corresponds with Witz’s model and is followed by a diagram of Witz’s Model of Professional Closure. This visual allows for indication of directional power between professions to further illustrate the hierarchy between disciplines in practice.
Interprofessional teams in health care are considered to be one of the best approaches to improve patient outcomes. Interprofessional teams provide the means to integrate patient care with input from many different professional disciplines (Rose, 2011). Nurses are an important part of the interprofessional team, since they are often the team member that is closest to the patient (Miers & Pollard, 2009). I recently participated in a team that developed a work flow for daily readmission rounds. The team was interprofessional, the hospitalist, who was an APRN led the team. There was the case manager and the primary nurse who were both RN’s. The team also consisted of a resident, pharmacist, nutritionist, physical therapist, and social worker.
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Retrieved from http://class.waldenu.edu.
"Contact is Not Enough" to Build a Team. Journal Of Continuing Education In The Health Professions, 28(4), 228-234, doi: 10.1002/chp.189
The demands on health care providers to provide the best quality care for patients is increasing. With added responsibilities and demands on our health care workers, it is hard not become overwhelmed and forget the reason and purpose of our profession. However, there is a way where all professionals can meet and come together for a common cause, which is the patient. A new approach in patient care is coming of age. This approach allows all health care professionals to collaborate and explore the roles of other professions in the hope of creating a successful health care team. This approach is referred to as the Interprofessional Collaboration Practice (IPC). To become an effective leader and follower, each professions will need to work together
Watson, J.C., & Gellar, S.M. (2005). The relation among the relationship conditions, working alliance, and outcome in both process-experiential and...
This is a reflective essay based on my attendance at a multidisciplinary team (MDT) meeting whilst on my two-week placement at a local mental health day hospital. The aim of this essay is to discuss the importance of the multidisciplinary team within the mental health environment and discuss factors that can influence the success or failure of multidisciplinary teams.
Despite the importance of interprofessional collaboration in healthcare, many colleges still teach students in a uni-professional manner. The uni-professional approach to education creates problems: a lack of understanding of the roles of other professions, poor attitude toward professional collaboration, poor teamwork and communication skills (Frenk et al.,
Lindsay, T., & Orton, S. (2008). Groupwork practice in social work (2nd ed.). Exeter: Learning Matters.
Watkins, Karen. “When Co-Workers Clash.” Training and Development Journal, 2003: 26-27. Web. 11 July 2010.
Reflecting upon interprofessional education (IPE), hands on experience is vital for health care students across the Faculty of Health Sciences so that they may continue to develop better communication skills, enhance performance and develop conflict resolution capability in a team situation. Looking back on the online “Stroke and Depression” IPE workshop that was conducted as interprofessional group work has allowed me to gain not only the knowledge about stroke and depression but also the knowledge, skills and attributes required for interprofessional (IP) collaboration practice. My IPE team consisted of one medical scientist, four speech pathologist, two psychology students and three nursing students including myself. This analytical
It is defined as an individual’s cognition that he or she is able to influence organizational outcomes (Ashforth, 1989). Employees, in this case, know how to take control over work and its outcomes (Sagie & Koslowsky, 2000). With this approach, empowered employees have the sense that they influence the work and outcomes of the organization.
Toseland, R & Rivas, R 2012, An Introduction to group work practice, 7th edn, Allyn & Bacon, Massachusetts.
One of the most influential theories of power comes from the work of French and Raven, who attempted to determine the sources of power leaders use to influence others. French and Raven identified five sources of power that can be grouped into two categories: organizational power (legitimate, reward, coercive) and personal power (expert and referent).” The personal sources of power are more strongly related to employees’ job satisfaction, organizational commitment, and job performance than are the organizational power sources. “However, the various sources of power should not be thought of as completely separate from each other. Sometimes leaders use the sources of power together in varying combinations depending on the situation. A new concept of power, referred to as “empowerment,” has become a major strategy for improving work
Social Workers must be knowledgeable on how to facilitate and lead group sessions with clients. They must be cognizant on their responsibilities as a facilitator, and diligently work to meet the needs of all group members collectively and individually. According to Toseland, Ronald, & Rivas, Robert (2009) group work practice focuses on Social Work practice with a broad range of treatment and task groups and the group’s environment (pg. 2.). It is significant for Social Workers to be equipped with the knowledge and skills to be able to properly assess and assist in group atmospheres. At my field placement which is at the Covenant House, a homeless shelter in Detroit that services youth from ages 18-24. I am responsible for co-facilitating along with the agency’s Social Worker, a
In reflection on my learning experience in the group class, I have gained clarity on what sorts of competencies of facilitating group therapy, as well as in what areas social workers and students tend to feel most strong in my practice. Regarding my specific gains in competencies, I feel that I learned the most and was most likely to gain specific group facilitating competencies at the weekly class. Learning in group class is taught me the tools to use to work with groups therapy, communities and also with individuals through the process of changes. In this past three months I think a lot of opportunities have been created to shadowing with (beside and behind) and being a part of group members to learn. In addition, this class has taught me about the skills and how effectively help