Inter Professional Collaboration In Practice

Inter Professional Collaboration In practiseInter- master copy genteelness (IPE) occurs when two or more professions learn together with the quarry of cultivating cooperative give (CAIPE 2002). The benefits, as purported by (Barr 2002) atomic number 18 to deem mutual understanding and respect, broadminded attitudes and perceptions and minimised stereotypical thinking. This thinking is informed by the legislative form _or_ system of government requirements of wellness and aff adapted c ar agencies to train closely and collaboratively together with portion procedurer along with master key guidelines (DH 2006, GSCC 2008, and QAA 2008). Communicating with other health and favorable tutorship professionals, understanding contrasting perspectives, existence involved in the seminars, throng blend instauration exercises, and IPE lit has enhanced my learning at the conference and has informed my execute for the incoming.The module began with introductions and the team m embers each described their professional roles. (Dombeck 1997) refers to the importance of versed your bear professional individuation and that of others before you are able to be able to form useful IP relationships. As students at that place was an initial understanding of each of our take in professional roles and this was enhanced by discussion. by this companionable process of learning we were able to correct each others bend and assumptions. The multidisciplinary group was not universal in its wish to achieve as much from the scarper as possible this became understandable later, when it was clarified that the course did not form department of the medical exam degree qualification. A perceive of ine woodland developed, which go the group to question the value placed on IPE inwardly the medical profession. (Stapleton 1998) refers to open and h peerlessst and equal participation cosmos conducive to collaborative relationships between professions. Despite this perc eived inequality the group functioned well together. consecrate and honest discussions ensued although any interactions were superficial given the length of the conference. Contact was sparse following the conference and in that respect was little use of the IT systems placed on blackboard to assist or cement unless learning.Professor Means (2010) presentation resonated with me, as he spoke of championing ones aver set and ethics, whilst seeing divers(prenominal) perspectives and ch eachenging boundaries of roles. He viewed this to be doable with compulsory interactions and collaborations and engendering mutual trust and support. This led me to meditate on the record of this discussion and contri alonee to the completion of one of our sentences. Ch whollyenging professional boundaries creatively, whilst advocating ones profess professions values and ethics. Pecukonis et al (2008) state of matter that ethics relate to the pursuit of gay betterment but these can be viewe d and interpreted by contrasting professions and refers to the term profession-centrism.This was underpinned by discussion within the group of the crossover in roles occurring within health and loving fearfulness for example occupational therapist carrying out some of the duties of nurses and vice versa, whilst too being the eyes and ears for social realizeers. This caused me to consider that social spurt is done by many professionals and its boundaries are not abstemious. This, whilst confusing, can lead to more professional fulfilment within roles and lead to a stronger skill mix which, with the emolument user at the centre, imparting lead to a better service and resource savings. kind, policy- make and economic elements would welcome this cross over of skills however there is a possibility of a devaluing the value of each profession. (Barr 2004) supports this view and discusses the new whippy bestower with child(p) unhurrieds a holistic approach but in any case advocates respect for specialisms within teams.The upgrading of responsibility and specialisation of medical tasks to nurses previously in the Doctors domain was discussed and there was a consensus within the group that this was a positive run across as it valued companionship and not hierarchical structures of power. (Baker et al 2006) discusses the modernisation of health dread and the move towards a team base mystify of healthcare delivery. Power has traditionally been sanctioned through authority and has in general been located within the medical profession (Colyer 2004) advises that the last fifteen years invite seen a sea modify in the medical professions organisation, structure and agency and this has improved the quality of intervention to service users.The seminar on Intermediate superintend by Williams and Drake (2010) increased my familiarity of how the multidisciplinary teams within the familiarity health Team and Bristol City Council work together to provide holistic, bendable and client centred services with a single point of access. This occurs despite different IT, communication and reward systems and the challenges for the future viewed as aligning the organisational aims and objectives, recording systems, and professional views to transform consistency, capacity and efficiency. This enabled me to understand the daily pressures of on the job(p) between organisations and the pass on challenges that present themselves with the current political and financial changes currently affecting the NHS and how the stereotyping of roles and their responsibilities are changing as are service user involvement.The terms service user, patient and client were debated by the group and the subtle modalitys that style inform the discourse. Service user as a term was dogged upon as it was the least discriminatory although consensus was not possible and the problematic nature of labels was explored both for service users and carers (Thomas 2010 p. 172-3). The National Occupational Standards of accessible range (2006) present out the values and ethics of service users and carers and the importance of inclusion. The carer in the patients voices idiot box who expressed her lack of recognition of being an expert by experience demonstrated the gaps that as (Payne 2000) defines as the difference between professionals in collaborative working detr acting from the empowerment and involvement of mass who use services. Service users and carers should consume a place in the decision making process.I was able to appreciate the seminar provide by Adams (2010) which challenged my perception of being different but being compatible with others. Analogies were used of chalk and cheese and peas in a pod the selfsame(prenominal) components but different .This challenged my own conscious and unconscious mind views of my own profession and that of others, and the stereotypes that I hold and internalise. In order to fleck these feelings I felt a need to have a clear sense of my own identity, confidence, role boundaries, values and ethics and practice and knowledge standards. I questioned my own perceived identity and that of my profession and recognised my own attempts to try to control perceived stereotypes and how issues of power and oppression require reflexion before action, (Dalrymple and Burke 2006). A discussion ensued regarding conflicts of interest between professionals and I was able to make the links between theory and practice. (White and Featherstone 2005 p.210) explores the idea of floor telling about different professions or professional groups and how atrocity stories allows one profession to scapegoat another but how stories can also establish and confirm identity, by questioning other professions and thereby strengthening ones own. (Barnes et al., 2000) state that by developing ones own knowledge base and othering of different professions whether root in the medical or social simulations allow s different perspectives to be perceive and recognised. (Lukes 1974) discusses these views of power and the subtle expressive style that power is exercised and how people can delay powerless and this how service users are viewed within IP practice.The small fryrens Act 1989 and either Child Matters 2006 are all resulting from the failures within unrestricted services to harbor peasantren. In reality IPW continues to fail. The Bristol kinglike Infirmary (2001) Victoria Climbie Inquiry entitle Laming(2003) and more recent news on the serious case reassessment of Baby P (2009) and the ongoing Mid Staffordshire NHS Trust Inquiry (2010) have highlighted serious breakdowns in multi-agency working and communication. The subsequent media reports have shown increased public mistrust and increased accountability for professionals Davies et al (1999) states that trust is an asset and that its drop-off whitethorn hamper institutions ability to function.Words 1305Section 2 prove how y ou would take what you have learnt about IP working into practice? impressive IP working (IPW) involves performing within practice situations of cohesion and disparity. works collaboratively with other social and health care professionals has experientially helped me to reaffirm and develop my practice. I have gained experience in communicating effectively, understanding teamwork, exploring stereotypes and professional identity and how social, economic and political factors will affect my future practice.As a social work (SW) student working within an education and fry protection setting, I understand the need to ensure a holistic and safe care training in order to protect endangered children and adults. The Victoria Climbie Inquiry (Laming, 2003) pointed to the failure of various professions in their ability to work together in a competent and unified way. The Laming report led to the change in social workers National Occupational Standards and focussed on the need to develop cl ear documented communication, sharing all aspects with all relevant professionals to avoid any ambiguity and uncertainty within teams. (Laming, 2009. p. 61) emphasises that there is a clear need for a determined focus on improvement of practice in child protection across all the agencies . . . I will describe a child protection team meeting and its wider lessons for my practice.Whilst on placement I met a young girl, whos jr. brother was subject to a child protection investigation. Her mother had limit English and her father was the alleged abuser. The investigation involved a child protection meeting involving a plethora of health and social care professions to jointly assess the risk to both children. The meeting was effectively chaired by a social worker and all were invited to contribute their specific knowledge and evidence on the family, opinion was sought on actions and timeframes.(Molyneux 2001) debates the issue of broad(a) teamwork as being dependant on the qualities of the staff and the need for there to be no one dominant force. By communication being inclusive, creative and regular, issues can be debated and resolved. Concluding that teams were successful when members were confident, motivated and pliable and communication channels were clear, frequent and in the same base. (Petrie 1976) discusses a cognitive map where two opposing disciplinarians can look at the same thing but not see the same thing. My experience of working within this multi-disciplinary team was positive with all professionals having a voice. However on reflection and through IPW I am now more sensible of the perspectives of others and the need to define and develop my professional identity. (Bell Allain 2010 p.10) in their pedagogic need allude to SW students being reverential to medical expertise and giving low ratings on their own abilities of leadership. I feel a dichotomy exists between SW railing against the medical model and promoting the social model whilst defer ring to the stereotypes of professionalism within health and social care. For the future I need to be aware of stereotypes and continue to develop my critical reflection of both my private and professional self whilst developing my abilities to be heard within multiprofessional teams.As a SW student, I am aware that there exists a blurring of edges of what the SW role entails and how the identity of the role may change in the future. (Payne2006) refers to a social worker working within a intellectual health practitioners team which included working alongside nurses and psychologists including high levels of therapy based work, which would not usually sit within social work practice and therefore ones professional identity could be lost. (Lymbury Butler 2004) state that whilst it is consequential to share knowledge with other professionals that are allied to social work it is imperative that the identity of ones own profession is preserved. (Laidler 1991) further addresses the is sues of crossing professional boundaries describing them as professional adulthood. That IP jealousy and conflicts will arise to the scathe of the team members and more importantly to the service user. Power as exercised may cause some to struggle as power is shared and fluctuates in accordance with whose knowledge and expertise best suits the service user. Envy as discussed by (Schein 2004) identifies ways in which it can stand in the way of good IP learning by creating a collective unconscious resulting in an attack on colleagues, an attack on learning and helplessness to learn from each other and or authority figures, and issues of who takes responsibility. Within the Child Protection meeting the chair was a senior SW who co-ordinated the professionals and this caused me to reflect on my abilities, as SWs must deliver safe high quality care but given limited resources , different professional groups will have different priorities and see issues differently. Sellman (2010) concl udes that you need to be willing , have trust in others and have effective leadership either acting with your inclinations or action that affords the best outcome however, personal , professional and morphologic influences can encourage or discourage practitioners. I recognised that for the future I needed to increase my ability to create a colloquy across difference whilst holding on to the dignity and responsibility of either person. (Skaerbaek 2010) purports that by listening to the minority one is able to see the practices that be the agenda of the majority.However the future blurring of health and welfare provision is changing across all celestial spheres. The role of the private welkin in the provision of health and welfare practice can provide competitive merchandise forces to drive up the standards and offer greater choice to individuals through direct payments. This in turn can create greater service user autonomy and much more creative solutions. However this can al so lead to inequality and a perception that the services are control by profit bringing the ethical motivation of private sector into question and a blurring of the duties of the state to the service user. (Field and Peck 2003) conclude that the coating of the private and public sector will need to merge and this will result in challenges within roles and organisations. The voluntary sector is one of the scurrying growing with voluntary organisations, who, when commissioned, are more accessible to service users and people are more likely to plunge with them. They have more freedom acting as advocates and campaigners and are less regulated through targets (Pollard et al 2010). However given the current economic climate and the recently proclaimed budget cuts (Rickets 2010) suggests that the pressure on the voluntary sector to provide more services will continue and if the state retreats from providing services, the voluntary and community sector will fill the gap. Personalisati on in which services are tailored to the unavoidably and preferences of citizens is the overall government vision that the state should empower citizens to shape their own lives and the services they receive. Liberating the NHS 2010 (p3 4) states that We will put patients at the heart of the NHS, through an training revolution and greater choice and control a. Shared decision making will become the norm no decision about me without me and The governing will devolve power and responsibility for commissioning services to the healthcare professionals closest to patients GPs and their practice teams working in consortia.(Foreman 2008) sees the need to involve IT in helping to improve and put down the barriers to IPW. The structures of IPW will continue to evolve and change with complexity and ideological thinking however I need to engage with other professionals and service users in a person centred way.In conclusion, the IPW conference, literature and subsequent research have clar ified my future need to be flexible in both my role and that of others and the primacy of the service user at the centre of my practice. Teams and service users are diverse, comprised of people of different ages, from different social and cultural backgrounds with different expectations. (Carnwell et al 2005 p.56) relates collaboration to embracing diversity and moving away from the comfortable assumption that there is only one way to see the world , providing strategies learn from each other, embrace IP working, and tackle a value position where anti discriminatory practice is central. By critically reflecting on practice I must embrace a degree of uncertainty and unpredictability as a necessary part of the complex micro and macro systems of IPW.Words 1374SECTION 3 REFERENCESAdams, K. (2010) What is Interprofessional Education? UWE Bristol, IPE Level 2 Conference.Baker, D. Day, R. Salas, E. (2006) Teamwork as an essential component of high reliableness organizations. Health Se rvices Research 41(4) pp 1576-98.Barnes, D., Carpenter, J. Dickinson, C. (2000) Inter-professional education for community mental health attitudes to community care and professional stereotypes, kind Work Education. Vol 19 (6), pp. 565-583.Haringey Safeguarding Children venire Serious Case reappraisal Baby Peter Executive abbreviation (2009).online useable fromhttp//www.haringeylscb.org/executive_summary_peter_final.pdf Accessed 22 November 2010Barr ,H. (2002) Interprofessional Education Today, Yesterday and Tomorrow A Review. LTSN HS P capital of the United Kingdom.Barr, H., Freeth, D., Hammick, M., Koppel, I. Reeves, S. (2000) Evaluations of Interprofessional Education A United Kingdom Review for Health and hearty Care. CAIPE/BERA capital of the United Kingdom.Bell, L. and Allain, L. (2010) Exploring Professional Stereotypes and schooling for Interprofessional expend An Example from UK Qualifying Level. brotherly Work Education. Vol 1 pp1 -15Bristol Royal Infirmary Inqu iry HM Government (2001) Learning from Bristol the report of the public inquiry into childrens heart surgery at the Bristol Royal Infirmary 1984 -1995. London HMSO online unattached fromhttp//www.bristol-inquiry.org.uk/final_report/report/index.htm Accessed 16 November 2010Carnwell, R. Buchanan, J. (2005) Effective send in Health Social Care A partnership Approach. Berkshire overspread University PressCAIPE (2002) online Available from http//www.caipe.org.uk/about-us/defining-ipe/ Accessed 8 November 2010Childrens Act (1989) online Available from http//www.legislation.gov.uk/ukpga/1989/41/ content Accessed 10 November 2010Colyer, H. (2004) The construction and development of health professions where will it end? diary of Advanced Nursing Vol 48, (4), pp. 408-412Dalrymple, J. and Burke, B. (2006) Anti-oppressive Practice, Social Care and the Law (2nd edition). Maidenhead Open University PressDavies, H. Shields, A. (1999) Public trust and accountability for clinical performance lessons from the depicted object press reportage of the Bristol hearing. ledger of Evaluation in Clinical practice. Vol 5,(3) pp. 335-342. section of Health (DH) (2006) Options for Excellence- Building the Social care Workforce of the future TSO LondonDombeck, M. (1997) Professional personhoodtraining, territoriality and tolerance. Journal of Interprofessional Care, 11 pp. 9-21.Field, J Peck, E. (2003) Public-private partnerships in healthcare the managers perspective. Health and Social Care in the Community. Vol 11 pp.494-501Foreman, D. (2008) Using technology to overcome some traditional barriers to effective clinical interprofessional learning. Journal of Interprofessional Care, Vol 22(2) pp.209-211.General Social Care Council (2008) Social Work at its Best A recital of Social Work Roles and Tasks for the 21st Century online. Available at http//www.gscc.org.uk Accessed 18 November 2010HM Government (2004) Every Child Matters Change for Children 2004. London HMSO online Avail able fromhttp//www.opsi.gov.uk/Acts/acts2004/ukpga_20040031_en_1 Accessed 19 November 2010HM Government (2010) Equity and excellence Liberating the NHS. London HMSO online Available from http//www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/dh/en/ps/documents/digitalasset/dh_117794.pdf Accessed 19 November 2010Haringey Safeguarding Children Board Serious Case Review Baby Peter Executive Summary (2009).online Available fromhttp//www.haringeylscb.org/executive_summary_peter_final.pdf Accessed 22 November 2010Keeping, C. Barratt, G. 2009 Interprofessional Practice cited in Glasby, J Dickenson H (2009) International Perspectives on Health and Social Care Oxford Wiley- Blackwell.Laidler, P. (1991) Adults, and how to become one. Therapy Weekly. Vol 17 (35) p4.Laming, Lord (2003) The Victoria Climbie Inquiry. Stationery postal service, LondonLaming, Lord (2009) The Protection of Children in England A Progress Report. Stationery Office LondonLukes, S. (1974) Power A Radical View Bas ingstoke MacmillanLymbury, M. and Butler, S. (2004) Social work ideals and practice realities. Basingstoke Palgrave MacmillanMeans, R. (2010) Why Inter-professional work Matters From Theory To Practice UWE Bristol, IPE Level 2 Conference.Mid Staffordshire NHS Foundation Trust Public Inquiry (2010) online Available from http//www.midstaffspublicinquiry.com/ Accessed 22 November 2010Molyneux J (2001) Interprofessional teamworking what makes teams work well? Journal of Interprofessional Care. 15,(1), pp.338-346Payne, M. (2006) What is professional social work? Bristol Polity PressPecukonis E, Doyle O, Bliss DL (2008) Reducing barriers to interprofessional training promoting interprofessional cultural competence. Journal of Interprofessional Care Vol 22 pp.417-28Petrie, H . G. (1976) Do you see what I see? The epistemology of interdisciplinary inquiry. Journal of Aesthetic Education, 10, 29 43.Pollard, K. Thomas, J. and Miers, M. (2010) taste Interprofessional Working in Health and S ocial Care. Basingstoke Palgrave MacmillanQuality Assurance Agency (QAA) (2008) Social Work Benchmark Statements online. Available athttp//qaa.ac.uk/academicinfrastructure/benchmark/statements/socialwork08.asp.Accessed 15 November 2010Rickets, A. (2010) reckon will place major burden on charities. Third sphere online Available at http//www.thirdsector.co.uk/News/DailyBulletin/1011592/Budget-will-place-major-burden-charities-umbrella-bodies- Accessed 20 November 2010Schein, E. (2004) Organizational Culture and Leadership. San Francisco Jossey-Bass.Sellman D. (2010) determine and Ethics in Interprofessional Working In Pollard K. Thomas J, Miers, M.(eds) (2010) arrangement Interprofessional Working in Health and Social Care Basingstoke Palgrave MacMillanSkaerbaek, E. (2010) Undressing the Emperor? On the ethical dilemmas of heirarchical knowledge Journal of Interprofessional Care, September2010 24(5) 579-586Skills for Care (2006) National Occupational Standards for Social Work. onl ine. Available at http//www.skillsforcare.org.uk (Accessed 19 November 2010).Stapleton, S. (1998) Team-building making collaborative practice work. Journal of Nurse-Midwifery 43(1), pp12-18Thomas, J (2010) Service Users, Carers and Issues for Collaborative Practice cited in Pollard, K, Thomas, J and Miers, M. Understanding Interprofessional Working in Health and Social Car Basingstoke Palgrave Macmillan.White, S. Featherstone, B. (2005) Communicating misunderstandings multi-agency work as social practice, Child and Family Social Work, Vol. 10, pp. 207-216Williams, V. and Drake, S. (2010) Intermediate Care (IMCS) Bridging the perturbation Facilitated Discharge. UWE Bristol, IPE Level 2 Conference.SECTION 4APPENDIX- 6 AGREED concourse SENTENCESTheme 1 Communication issues between Health and Social Care professionalsClear and concise communication is key to a well co-ordinated take within health and social care services.Health and Social care professionals need to recognise the imp ortance of maintaining privacy, dignity and respect when communicating in the presence of service users.Theme 2 Contrasting professional perspectives/ values within teams.Recognise the importance of valuing each health and social care professions perspective.Challenging professional boundaries creatively whilst advocating ones own professions values and ethics.Theme 3 Stereotyping, power imbalances and team processesPositive attitudes to working with other health and social care professionals in a real world environment with the patient/service user at the centre of planning and documenting is necessary to reduce power imbalances.Recognise and embrace differences to minimise stereotypical views within health and social care.