2,462
Views
27
CrossRef citations to date
0
Altmetric
Original

Exploring physiotherapy students' experiences of interprofessional collaboration in the clinical setting: A critical incident study

&
Pages 95-109 | Published online: 06 Jul 2009

References

  • Barr H. Working together to learn together: Learning together to work together. Journal of Interprofessional Care 2000; 14: 177–179
  • Barrett G., Greenwood R., Ross K. Integrating interprofessional education into 10 health and social care programmes. Journal of Interprofessional Care 2003; 17: 293–301
  • Bristol Royal Infirmary Enquiry. Learning from Bristol: The report into the public health inquiry into children's heart surgery at Bristol Royal Infirmary 1984-1995. HMSO, London 2001
  • Carlisle C., Cooper H., Watkins C. “Do none of you talk to each other?”: The challenges facing implementation of interprofessional education. Medical Teacher 2004; 6: 545–552
  • Chartered Society of Physiotherapy. Curriculum Framework for qualifying programmes in physiotherapy. 2002, www.csp.org.uk
  • Coluccio M., Maguire P. Collaborative practice: Becoming a reality through primary nursing. Nursing Administration Quarterly 1983; 7: 59–63
  • Cooper H., Braye S., Geyer R. Complexity and interprofessional education. Learning in Health and Social Care 2004; 3: 179–189
  • Cook A., Davis J., Vanclay L. Shard learning in practice placements for health and social work students in East London: a feasibility study. Journal of Interprofessional Care 2001; 15: 185–190
  • Department of Health. Working Together-securing a quality workforce for the NHS. Department of Health, London 1997
  • Department of Health. The NHS Plan: A plan for investment, a plan for reform. Department of Health, London 2000a
  • Department of Health. Meeting the Challenge: A strategy for the allied health professions. Department of Health, London 2000b
  • Fallsberg B. M., Hammar M. Strategies and focus at an integrated, interprofessional training ward. Journal of Interprofessional Care 2000; 14: 337–350
  • Finch J. Interprofessional education and teamworking: A view from the education providers. British Medical Journal 2000; 321: 1138–1140
  • Flanagan J. C. The critical incident technique. Psychological Bulletin 1954; 51: 327–358
  • Freeman M., Miller C., Ross N. The impact of individual philosophies of teamwork on multi-professional practice and the implications for education. Journal of Interprofessional Care 2000; 14: 237–247
  • Guest C., Smith L., Bradshaw M., Hardcastle W. Facilitating learning for medical and nursing students in clinical practice. Learning in Health and Social Care 2002; 1: 132–138
  • Hall P., Weaver L. Interdisciplinary education and teamwork: A long and winding road. Medical Education 2001; 35: 867–875
  • Henneman E. A., Lee J. L., Cohen J. I. Collaboration: A concept analysis. Journal of Advanced Nursing 1995; 21: 103–109
  • Hilton R., Morris J. Student placements – is there evidence supporting team skill development in clinical practice settings?. Journal of Interprofessional Care 2001; 15: 171–183
  • Hilton R. W., Morris D. J., Wright A. M. Learning to work in the health care team. Journal of Interprofessional Care 1995; 9: 267–274
  • Hind M., Norman I., Cooper S., Gill E., Hilton R., Judd P., Jones S. C. Interprofessional perceptions of health care students. Journal of Interprofessional Care 2003; 17: 21–33
  • Hudson B. Interprofessionality in health and social care: the Achilles' heel of partnership?. Journal of Interprofessional Care 2000; 16: 7–17
  • Itano J. K., Williams J., Deaton M. D., Oishi N. Impact of a student interdisciplinary oncology team project. Journal of Cancer Education 1991; 6(4)219–226
  • Ker J., Mole L., Bradley P. Early introduction to interprofessional learning: A simulated ward environment. Medical Education 2003; 37: 248–255
  • Kharicha K., Levin E., Iliffe S., Davey B. Social work, general practice and evidence-based policy in the collaborative care of older people: Current problems and future possibilities. Health and Social Care in the Community 2004; 12: 134–141
  • Kramer M., Schmalenberg C. Securing ‘good’ nurse physician relationships. 2003, www.nursingmanagement.com
  • Larson E. The impact of physician-nurse interaction on patient care. Holistic Nursing Practice 1999; 13: 38–46
  • Leipzig R., Hyer K., Ek K., Wallenstein S., Vezina M., Fairchild S., Cassel C., Howe J. Attitudes towards working in interdisciplinary health care teams: A comparison of disciplines. JAGS 2002; 50: 1141–1148
  • Lingard L., Espin S., Whyte S., Regehr G., Baker G. R., Reznick R., Bohnen J., Orser B., Doran D., Grober E. Communication failures in the operating room: An observational classification of recurrent types and effects. Quality and Safety in Health Care 2004; 13: 330–334
  • Miccolo M. A., Spanier A. H. Critical care management in the 1990s: Making collaborative practice work. Critical Care Clinics 1993; 9: 443–453
  • Morison S., Boohan M., Jenkins J., Moutray M. Facilitating undergraduate interprofessional learning in healthcare: Comparing classroom and clinical learning for nursing and medical students. Learning in Health and Social Care 2003; 2: 92–104
  • Narayanasami A., Owens J. A critical incident study of nurses' responses to the spiritual needs of their patients. Issues and Innovations in Nursing Practice 2001; 33: 446–455
  • Norman I. J., Redfern S. J., Tomalin D. A., Oliver S. Developing Flanagan's critical incident technique to elicit indicators of high and low quality nursing care from patients and their nurses. Journal of Advanced Nursing 1992; 17: 590–600
  • Nuckles M., Bromme R. Knowing what others know: A study on interprofessional communication between nurses and medical doctors. Klinische Paediatrie 1998; 210: 291–296
  • Parsell G., Spalding R., Bligh J. Shared goals, shared learning: Evaluation of a multiprofessional course for undergraduate students. Medical Education 1998; 32: 304–311
  • Pirrie A., Wilson V., Harden R. M., Elsegood J. AMEE Guide no. 12: Multiprofessional education: Part 1-effective multiprofessional education: a three-dimensional perspective. Medical Teacher 1998; 20: 402–408
  • Pollard K. Collaborative learning for collaborative working? Initial findings from a longitudinal study of health and social care students. Health and Social Care in the Community 2004; 12: 348–358
  • Pope C., Ziebland S., Mays N. Qualitative research in health care: Analysing qualitative data. British Medical Journal 2000; 320: 114–116
  • Poulton B., West M. Effective multi-disciplinary teamwork in primary care. Journal of Advanced Nursing 1993; 18: 918–925
  • Reeves S. Community-based interprofessional education for medical, nursing and dental students. Health and Social Care in the Community 2000; 8: 269–276
  • Reeves S., Freeth D. The London training ward: An innovative interprofessional learning initiative. Journal of Interprofessional Care 2002; 16: 41–52
  • Reeves S., Lewin S., Meyer J., Glynn M. Evaluating the introduction of ward-based medical teams on collaboration and patient care. Journal of Interprofessional Care 2003; 17: 109–110
  • Reynolds F. A. Evaluating the impact of an interprofessional communication course through essay content analysis: Do physiotherapy and occupational therapy students' essays place similar emphasis on responding skills?. Journal of Interprofessional Care 1996; 10: 285–295
  • Skjorshammer M. Co-operation and conflict in hospital: Interprofessional differences in perception and management of conflicts. Journal of Interprofessional Care 2001; 15: 7–18
  • Smith S., Green M. A qualitative study investigating the development of team working skills in first year physiotherapy students. 2003, www.health.heacademy.ac.uk/projects
  • Stengelhofen J. Teaching students in clinical settings. Chapman & Hall, London 1993
  • Strasser D. C., Falconer J. A., Martino-Saltmann D. The rehabilitation team: Staff perspectives of the hospital environment and interprofessional relations. Archives of Physical Medicine and Rehabilitation 1994; 75: 177–182
  • Strauss A., Corbin J. Basics of qualitative research. techniques and procedures for developing grounded theory, 2nd edn. Sage, Newbury Park, CA 1998
  • Thylefors I., Persson O., Hellstrom D. Team types, perceived efficiency and team climate in Swedish cross-professional teamwork. Journal of Interprofessional Care 2005; 19: 102–114
  • Tunstall-Pedoe S., Rink E., Hilton S. Student attitudes to interprofessional education. Journal of Interprofessional Care 2003; 17: 161–172
  • World Health Organization. Learning together to work together for health. WHO, Geneva 1988
  • Zwarenstein M., Bryant W. Interventions to promote collaboration between nurses and doctors (review). 2006, The Cochrane Library, Issue 1

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.