4,140
Views
74
CrossRef citations to date
0
Altmetric
Articles

Toward a theoretical framework for interprofessional education

Pages 4-9 | Received 31 Oct 2011, Accepted 23 May 2012, Published online: 02 Jul 2012

References

  • Allport G.. 1954. The nature of prejudice. Cambridge: Perseus Books Publishing L.L.C.
  • Almas S.H.. 2009. Interprofessional education: An analysis of the introduction of a common core in curricula for selected health professions. Saarbrűcken: VDR Verlag. University of Bergen.
  • Anderson N.R.. 1992. Work group innovation: state-of-the-art review. In: D.M. Hosking, N.R. Anderson. editors. Organisational change and innovation. Routledge: London149–60.
  • Argyris C., Schön D.. 1974. Theory in practice: Increasing professional effectiveness. San Francisco: Jossey-Boss.
  • Argyris C., Schön D.A.. 1984. Organisational learning. In: D.S. Pugh. editors. Organisation theory. Penguin: Harmondsworth352–71.
  • Barnes D., Carpenter J., Dickinson C.. Interprofessional education for community mental health: Attitudes to community care and professional stereotypes. Social Work Education. 2000; 19:565–583.
  • Barr, H. (2007). Interprofessional education in the United Kingdom: 1966 to 1997. Higher Education Academy Health Sciences and Practice. Occasional Paper 9 www.health.heacademy.ac.uk.
  • Barr H., Koppel I., Reeves S., Hammick M., Freeth D.. 2005. Effective interprofessional education: Argument, assumption, and evidence. Oxford: Blackwell.
  • Bion W.R.. 1961. Experiences in groups and other papers. London: Tavistock Publications.
  • Bourdieu P.. 1977. Outline of a theory of practice. Cambridge: Cambridge University Press.
  • Bourdieu P., Passeron J.C.. 1990. Reproduction in education, society, and culture. London: Sage.
  • Brown R., Condor S., Mathews A., Wade G., Williams J.. Explaining intergroup differentiation in an industrial organization. Journal of Occupational Psychology. 1986; 59:273–286.
  • Brown R., Williams J.. Group identification: The same thing to all people?. Human Relations. 1984; 37:547–564.
  • CAIPE. CAIPE Interprofessional education – a definition. CAIPE Bulletin. 1997; 13:19.
  • Carpenter J.. Interprofessional education for medical and nursing students: Evaluation of a programme. Medical Education. 1995; 29 4: 265–272.
  • Carpenter J., Barnes D., Dickenson C., Wooff D.. Outcomes of interprofessional education for community mental health services in England: The longitudinal evaluation of a postgraduate programme. Journal of Interprofessional Care. 2006; 20:145–161.
  • Carpenter J., Hewstone M.. Shared learning for doctors and social workers: Evaluation of a programme. British Journal of Social Work. 1996; 26:239–257.
  • Clark P.. What would a theory of interprofessional education look like? Some suggestions for developing a theoretical framework for teamwork training. Journal of Interprofessional Care. 2006; 20:577–589.
  • Clark P.. Reflecting on reflection in interprofessional education: Implications for theory and practice. Journal of Interprofessional Care. 2009; 23 3: 213–223.
  • Clarke P.. Quality of life, values and teamwork in geriatric care. Do we communicate what we mean?. The Gerontologist. 1995; 35 3: 402–411.
  • Clarke P.. Values in healthcare professional socialisation: Implications for geriatric education in interprofessional teamwork. The Gerontologist. 1997; 37 4: 441–451.
  • Colyer H., Helme M., Jones I.. 2005. The theory–practice relationship in interprofessional education Occasional Paper No. 7. London: Higher Education Academy: Health Sciences & Practice www.health.heacademy.ac.uk.
  • Cooper H., Braye S., Geyer R.. Complexity and interprofessional education. Learning in Health and Social Care. 2004; 3 4: 179–189.
  • Cooper H., Spencer-Dawe E., McLean E.. Beginning the process of teamwork: Design implementation and evaluation of an inter-professional education intervention for first year undergraduate students. Journal of Interprofessional Care. 2005; 19:492–508.
  • Dahlgren L.. Interprofessional and problem-base learning: A marriage made in heaven?. Journal of Interprofessional Care. 2009; 23 5: 448–454.
  • Dewey J.. 1933. How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Health.
  • Dewey J.. 1938. Logic: The theory of inquiry. Troy: Holt, Rinehart & Winston.
  • Ellemers N., Spears R., Doose J.. 1999. Social identity. Oxford: Blackwell.
  • Engel G.. The need for a new medical model: A challenge for biomedicine. Science. 1977; 196 4286: 129–136.
  • Engestrom Y.. Expansive theory at work: Towards an activity theoretical reconceptualisation. Journal of Education and Work. 2001; 14:133–156.
  • Fraser S.W., Greenhalgh T.. Coping with complexity: Education for capability. British Medical Journal. 2001; 323:799–803.
  • Freidson E.. 1970. Profession of medicine: A study of the sociology of applied knowledge. New York: Harper & Row.
  • Freidson E.. 1994. Professionalism reborn: Theory, prophecy and policy. Cambridge: Polity Press.
  • Hall P.. Interprofessional teamwork: Professional cultures as barriers. Journal of Interprofessional Care. 2005; 19 supplement 1: 186–196.
  • Hean S., Craddock D., O'Halloran C.. Learning theories and interprofessional education: A user's guide. Learning in Health & Social Care. 2009; 8 4: 250–262.
  • Hewstone M., Brown R.. 1986. Contact is not enough: An intergroup perspective on the “contact hypothesis”. In: M. Hewstone, R.J. Brown. editors. Contact and conflict in intergroup encounters. Oxford: Blackwell.
  • Il'enkov E.. 1977. Dialectic logic: Essays in its history and theory. Moscow: Progress.
  • Kolb D.. 1984. Experiential learning: Experiences as the source of learning and development. Englewood Cliffs, New Jersey: Prentice Hall.
  • Jarvis P.. Reflective practice and nursing. Nurse Education Today. 1992; 12:174–181.
  • Lave J., Wenger E.. 1991. Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
  • Lewin K.. 1952. Field theory in social science. New York: Harper Row.
  • Loxley A.. 1997. Collaboration in health and welfare: Working with difference. London: Jessica Kingsley.
  • Marshall T.. 1950. Citizenship, social class and other essays. Cambridge: Cambridge University Press.
  • McMichael P., Gilloran A.. 1984. Exchanging views: Courses in collaboration. Edinburgh: Moray House College of Education.
  • McMichael P., Irvine R., Gilloran A.. 1984. Pathways to the professions: Research report. Edinburgh: Moray House College of Education.
  • McMurtry A.. Reinterpreting interdisciplinary health teams from a complexity science perspective. University of Albert Health Sciences Journal. 2007; 4 1: 33–42.
  • Mezirow J.. A critical theory of adult learning and education. Adult Education. 1981; 32 1: 3–24.
  • Parsons T.. 1951. The social system. New York: Free Press.
  • Plsek P.E., Greenhalgh T.. The challenge of complexity in health care. British Medical Journal. 2001; 323:625–628.
  • Reeves S.. The need to problematize interprofessional education and practice activities. Journal of Interprofessional Care. 2010; 24 4: 333–335.
  • Reeves S.. 2011. Using the sociological imagination to explore the nature of interprofessional interactions and relations. In: S. Kitto, J. Chesters, J. Thistethwaite, S. Reeves. editors. Sociology of interprofessional health care practice: Critical reflections and concrete solutions. New York: Nova9–22.
  • Schön D.. 1983. The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Schön D.. 1987. Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
  • Scott, A. (2008). Psychodynamics and IPE curriculum development. Newcastle/IPE/ESRC seminar 27th June..
  • Senge P.M.. 1990. The fifth discipline the art and practice of the learning organization. New York: Doubleday/Currency.
  • Sharpe D., Curran V.. 2011. Professional socialisation and interprofessional education. In: S. Kitto, J. Chesters, J. Thistethwaite, S. Reeves. editors. Sociology of interprofessional health care practice: Critical reflections and concrete solutions. New York: Nova69–85.
  • Spears R., Oakes P., Ellemers N., Haslam A.. 1997. The social psychology of stereotyping and group life. Oxford: Blackwell.
  • Swieringa J., Wiedersma A.. 1992. Becoming a learning organisation: Beyond the learning curve. Wokingham: Addison-Wesley.
  • Tajfel H., Turner J.C.. 1986. The social identity theory of inter-group behavior. In: S. Worchel, L.W. Austin. editors. Psychology of Intergroup Relations. Chicago: Nelson-Hall7–24.
  • Tate S.. 2004. Using critical reflection as a teaching tool. In: S. Tate, M. Sills. editors. The development of critical reflection in the health professions. London: LTSN Health Sciences and Practice8–17 www.heacademyhealth.ac.uk.
  • Tawney R.. 1921. The acquisitive society. New York: Harcourt Brace.
  • Turner J.. 1999. Some current issues in research on social identity and self-categorisation theories. In: N. Ellemers, R. Spears, B. Doosjie. editors. Social identity. Oxford: Blackwell6–64.
  • Vigotsky L.S.. 1978. Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
  • von Bertalanffy L.. 1971. General systems theory. London: Allen Lane. The Penguin Press.
  • Wackerhausen S.. Collaboration, professional identity and reflection across boundaries. Journal of Interprofessional Care. 2009; 23 5: 455–473.
  • Wenger E.. 1998. Communities of practice: learning, meaning and identity. Cambridge: Cambridge University Press.

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.