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Formulating theoretical perspectives for interprofessional education and practice

Page 237 | Published online: 12 Apr 2011

References

  • Baker, L., Egan‐Lee, E., Martimianakis, M., & Reeves, S. (2011). Relationships of Power: Implications for interprofessional education & practice. Journal of Interprofessional Care, 25, 98–104.
  • Carpenter, J., Barnes, D., Dickinson, C., & Wooff, D. (2006). Outcomes of interprofessional education for Community Mental Health Services in England: The longitudinal evaluation of a postgraduate programme. Journal of Interprofessional Care, 20, 145–161.
  • Clark, P. (2006). What would a theory of interprofessional education look like? Some suggestions for developing a theoretical framework for teamwork training 1. Journal of Interprofessional Care, 20, 577–589.
  • Cooper, H., Braye, S., & Geyer, R. (2004). Complexity and interprofessional education. Learning in Health and Social Care, 3, 179–189.
  • Hean, S., Hammick, M., Miers, M., Barr, H., Hind, M., Craddock, D., et al. (2009). Evolving Theory in Interprofessional Education: Conclusion Report. Bournemouth: Bournemouth University.
  • Mann, K., Mcfetridge-Durdle, J., Martin-Misner, R., Clovis, J., Rowe, R., Beanlands, H. (2009). Interprofessional education for students of the health professions: The ‘‘Seamless Care’’ model. Journal of Interprofessional Care, 23, 224–233.
  • Wackerhausen, S. (2009). Collaboration, professional identity and reflection across boundaries. Journal of Interprofessional Care, 23, 455–473.

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