The definition and deployment of differential core professional competencies and characteristics in multiprofessional health and social care teams
ABSTRACT There has been an increasing focus on delivering health and social care services through multiprofessional and inter-agency teams. This study, undertaken in 2011, explores how different professionals within multiprofessional teams define their own and other professions' core professional competencies, characteristics and contributions. It then compares these definitions with how different professionals deploy their time and what tasks they undertake. Sixty-four workers in four multiprofessional teams in England, within four different health and local authority areas, participated in the study. Using role repertory grids to generate constructs, which were then converted into Likert scales, and with diaries recording activities undertaken, the study compares the deployment of time and task with the views about the differential core competencies and characteristics of each profession. The study highlights important issues for consideration by multidisciplinary teams, the managers and commissioners of these teams, and by professional associations.
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- "Each member of the interprofessional team brings discipline-specific expertise, allowing for a diverse team to attend to the multidimensional health needs of individual patients. Each profession contributes unique knowledge and skills to the interprofessional team, while individual professions focus on specific dimensions of health,26,27 as defined by professional education, training, and culture. One health care profession alone cannot meet the complex public health needs of the 21st century.10,11 "
ABSTRACT: In the US, health care professionals are trained predominantly in uniprofessional settings independent of interprofessional education and collaboration. Yet, these professionals are tasked to work collaboratively as part of an interprofessional team in the practice environment to provide comprehensive care to complex patient populations. Although many advantages of interprofessional education have been cited in the literature, interprofessional education and collaboration present unique barriers that have challenged educators and practitioners for years. In spite of these impediments, one student-led organization has successfully implemented interprofessional education and cross-disciplinary collaboration. The purpose of this paper is to provide a conceptual framework for successful implementation of interprofessional education and collaboration for other student organizations, as well as for faculty and administrators. Each member of the interprofessional team brings discipline-specific expertise, allowing for a diverse team to attend to the multidimensional health needs of individual patients. The interprofessional team must organize around a common goal and work collaboratively to optimize patient outcomes. Successful interdisciplinary endeavors must address issues related to role clarity and skills regarding teamwork, communication, and conflict resolution. This conceptual framework can serve as a guide for student and health care organizations, in addition to academic institutions to produce health care professionals equipped with interdisciplinary teamwork skills to meet the changing health care demands of the 21st century.Journal of Multidisciplinary Healthcare 02/2014; 7:105-10. DOI:10.2147/JMDH.S52019
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ABSTRACT: Social work in the UK has had a torrid time, castigated for not protecting children from risk and cornered as the rationer of scarce resources for adults. Over the past sixty years, it has struggled to create a strong and appropriate professional space and its identity and role have remained contested. This paper recounts the debates and dilemmas which have encompassed and engrossed social work, but also recognises that there is now a stronger platform in the UK for social work as a profession. The paper notes what is special about social work and how it might be promoted.British Journal of Social Work 04/2012; 44(3):485-502. DOI:10.1093/bjsw/bcs157 · 1.19 Impact Factor