Theory in Interprofessional Education

• The guide supports the for theory in interprofessional education
• A range of theories are highlighted for interprofessional application
• Applications of theories supporting social dimensions in learning and teaching are specifically discussed
• Social Capital, Adult learning theory and sociological aspects are chosen as examples
• Introduces theory key ideas and applies them to an interprofessional education case study for healthcare students
• Suggestion of a management model for numerous educator theories
• Dimensions presented decide which, when, why and how to use a theory in the model, context is central

Practical guidelines of how theories to be translated into curriculum opportunities listed

• Using social capital theory shows how theory defends and presents benefits of learning in a professional group
• Demonstrates how this directs thinking on how interprofessional learning networks are best constructed to achieve the benefits
• Using learning theories explores the rationale and importance of solving, scaffolding, and facilitation in curricula design
• From a sociological perspective, using concepts explores the concepts of socialization to understand any resistance by developers
• Advocates for parallel ways of viewing professional knowledge and the development of an knowledge terrain
• Practice of interprofessional education should be understood and contributed to by all practitioners
• Emphasis on patient needs
• Practical application of theory helps readers reflect and inform habitual practices and develop innovative ways of developing practice

Aims of the guide

• Support the need for theory in the practice of interprofessional education
• Highlight the range of theories for the education
• Discuss the application of support theories that support the social dimensions of learning and teaching
• Explore the practical application of theories in interprofessional case scenario

Purpose of guide

• Follows up some work during a social research council seminar series
• Develop understanding of the use and theoretical importance for policy makers, curriculum developers, teachers and students involved
• Theoretical models have a dual value for staff involved in education
• The models enable the development of the practitioners, and provide ways for the staff to help students understand attributes of collaborative practice
• Discusses how the theory can be used to articulate and understand practice
• A case study about healthcare sciences students shows how links the theory translates into practice and enables the development of practice
• The link between theory and practice is not unidirectional
• Theory comes from practice, or is informed by practice.
• Ideas and the understandings flow from one to the other

Practice points

• Make full use of the range of theories available as tools to articulate and defend the best interprofessional educational practice
• Avoid limiting frameworks that link to interprofessional education as the only key word.
• Employ team working, continuous collaboration, etc. provides a literature pool from which to draw
• Building social relationships between teachers and learners from different groups should explicitly aim to improve curriculum
• Constructivism and social capital support the idea that learning via interprofessional education cannot be achieved by social isolation
• Use theories to justify learning and teaching methods from the start of curriculum development, and for both practice and campus initiatives
• Society demands team work where staff can make the transition from work to collaboration
• Knowing how knowledge links with power can help staff students, and manage interprofessional and collaboration
• Knowing how knowledge can improve staff reactions to education

Introduction

• Effective workforce depends of quality of service
• Inter professional practice brings changes needed, also involves collaborative practice
• Quality education enables efficiency
• Focus is high because of publication WHO
• 'Collaboration' is health workers from professional backgrounds providing services but working with communities to deliver the best quality of care
• 'Education' happens when more than two professions learn from each other to enable efficient collaboration and improve
• The drivers come from central government regulatory bodies Each introduce policy evidencing interprofessional commitment

Quality Assurance Agency benchmark statements (QAA) impact on education

• Statements are used to judge the quality of standards
• Approved for social work, healthcare and medicine
• Includes a directive that students must be prepared to implement multi-professional approaches for social care professionals
• All universities offer prep qualifying health and social care students this
• In 2006 the QAA published a statement of purpose for health careers to facilitate growing education
• Health professionals should respect the skills of the colleagues in the care of patients
• Colleges should learn social skills and develop performance
• International similarities are observed in curricula
• Australian government recognized the importance of establishing workforce and boundaries facilitating reforms
• Organization teaching developed an agenda for national development enhancing practice
• Such national requirements illuminate appreciation and commitment to the education and practice
• The intention is to students with the skills and attitude needed to contribute to client outcomes, including improved communication and efficiency

The Role of Theory

• Theory is a series of hypothesis linked by rational argument
• Not simply used in education
• Theory guides the best practices
• Theory can help articulate and reinterpret
• The guide is designed for this purpose
• It assists students with logical arguments
• Through practice can we find out about our behaviors to use

Selecting a theory

• Must differentiate between theories
• Recognize that the act of eliminating factors could separate the two inseparable parts
• Borrowing theories can limit ones ability to rigorously use theory
• Theories are more established

The tool box

• Many theories are confusing
• Framework is used to help the theorist
• A dimension used on deciding why or how might theory be applied
• Three theories illustrate key dimensions
• Specifically chose social elements since there Three theories differ inter professionally

Attributes of social capital

• Combining two concepts where the social components are in the relationship context
• The level of capital is generated the quality in there learning interactions
• There is an advantage of being a group
• Help understanding
• Gain the ability
• In training, learning is more facilitated to help with knowledge and competence , but only if they took part

The capital

• Is dynamic
• Interpersonal groups trust members
• Facilitators and curriculum developers should design the curriculum
• Resources are another attribute

Norms and rules

• In learning, the norm is something that often governs actions during social relations
• Compliance promotes the action in the whole unit
• They need to consider the inter action should the group take
• Students should be able to understand complex concepts
• Need for interprofessional

Learning, views and literature

• Androgogy was developed because its easily associated
• Allows interprofessional
• Application has been identified as key mechanism
• To encourage students to development, the learning stage, for interprofessional it helps create to be responsible
• Facilitators are well needed to manage
• The integration through individual is where students develop life education

Explore the application of various theories in interprofessional education. This guide highlights theories supporting social dimensions in learning and teaching, such as Social Capital and Adult Learning Theory. Discover how these theories apply to interprofessional education with a healthcare case study.