References
- Bjørke G., Haavie N. E. Crossing boundaries: Implementing an interprofessional module into uniprofessional Bachelor programmes. Journal of Interprofessional Care 2006; 20(6)641–653
- Boog B. The emancipatory character of action research, its history and the present state of the art. Journal of Community & Applied Social Psychology 2003; 13: 426–438
- Bråten S. Model monopoly and communication: Systems theoretical notes on democratization. Acta Sociologica 1973; 16(2)98–107
- Bråten S. Asymmetric discourse and cognitive autonomy: Resolving model monopoly through boundary shifts. Problems of levels and boundaries, G. de Zeeuw. Princelet Editions, London 1983; 7–12
- Bråten S. Between dialogical mind and monological reason: Postulating the virtual other. Between rationality and cognition: Policy-making under conditions of uncertainty, complexity, and turbulence, M. Campanella. Meynier, Turin, Italy 1988; 205–235
- Checkland P. B. Soft systems methodology as process: A reply to M.C. Jackson. Journal of Applied Systems Analysis 1982; 9: 37–39
- Checkland P. B. The application of systems thinking in real-world problem-situations: The emergence of Soft Systems Methodology. New directions in management science, M. C. Jackson, P. Keys. Gower, Aldershot 1987; 87–96
- Checkland P. B. Systems thinking, systems practice (new edition, including a 30-year retrospective). Wiley, Chichester 1999
- Checkland P. B., Poulter J. Learning for action: A short definitive account of Soft Systems Methodology and its use for practitioners, teachers and students. Wiley, Chichester 2006
- Checkland P. B., Scholes P. Soft Systems Methodology in action. Wiley, Chichester 1990
- Checkland P. B. Towards a systems-based methodology for real-world problem-solving. Systems behaviour, J. Beishon, G. Peters. Harper and Row, London 1976; 51–77
- Cook G., Gerrish K., Clark C. Decision-making in teams: Issues arising from two UK evaluations. Journal of Interprofessional Care 2001; 15(2)141–161
- Cooper H., Spencer-Dawe E. Involving service users in interprofessional education narrowing the gap between theory and practice. Journal of Interprofessional Care 2006; 20(6)603–617
- Cooper H., Braye S., Geyer R. Complexity and interprofessional education. Learning in Health and Social Care 2004; 3(4)179–189
- Copperman J., Newton P. D. Linking social work agency perspectives on interprofessional education into a school of nursing and midwifery. Journal of Interprofessional Care 2007; 21(2)141–154
- D'Amour D., Oandasan I. Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept. Journal of Interprofessional Care 2005; 19(Suppl. 1)8–20
- David M. Problems of participation: The limits of action research. International Journal of Action Research 2002; 5(1)11–17
- Freeth D., Reeves S. Learning to work together: Using the presage, process, product (3P) model to highlight decisions and possibilities. Journal of Interprofessional Care 2004; 18(1)42–56
- Illingworth P., Chelvanayagam S. Benefits of interprofessional education in health care. British Journal of Nursing 2007; 16(2)121–124
- Jacobs B. Using Soft Systems Methodology for performance improvement and organisational change in the English National Health Service. Journal of Contingencies and Crisis Management 2004; 12(4)138–149
- Johannessen J.-A. Organisations as social systems: The search for a systemic theory of organisational innovation processes. Kybernetes 1998; 27(4)359–387
- Löfman P., Pelkonen M., Pietilä A. M. Ethical issues in participatory action research. Scandinavian Journal of Caring Sciences 2004; 18: 333–340
- Reed J. Using action research in nursing practice with older people: Democratizing knowledge. Journal of Clinical Nursing 2005; 14(5)594–600
- Reeves S., Freeth D. Re-examining the evaluation of interprofessional education for community mental health teams with a different lens: Understanding presage, process and product factors. Journal of Psychiatric & Mental Health Nursing 2006; 13(6)765–770
- Schön D. A. The reflective practitioner: How professionals think in action. Ashgate, Aldershot, England 1983
- Sheridan-Thomas H. K. Theme and variations: One middle school's interpretation of mandated action research. Educational Action Research 2006; 14(1)101–118
- Steven A., Dickinson C., Pearson P. Practice-based interprofessional education: Looking into the black box. Journal of Interprofessional Care 2007; 21(3)251–264
- Stokes P. J., Lewin D. Information-seeking behaviour of nurse teachers in a school of health studies: A soft systems analysis. Nurse Education Today 2004; 24(1)47–54
- Stone N. Evaluating interprofessional education: The tautological need for interdisciplinary approaches. Journal of Interprofessional Care 2006; 20(3)260–275
- Watson J. C., Goldman R., Vanaerschot G. Emphatic, a post-modern way of being?. Handbook of experiential psychotherapy, L. S. Greenberg, J. C. Watson, G. Lietaer. Guilford Press, New York 1998; 61–81
- Wells J. S. G. Hospital-based industrial therapy units and the people who work within them: An Irish case analysis using a soft-systems approach. Journal of Psychiatric and Mental Health Nursing 2006; 13(2)139–147