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 Table of Contents  
BOOK REVIEW
Year : 2014  |  Volume : 27  |  Issue : 1  |  Page : 106-107

Leadership development for interprofessional education and collaborative practice


Clinical Assistant Professor, Division of Community Health Sciences, University of Illinois School of Public Health, National Center for Rural Health Professions, University of Illinois College of Medicine - Rockford, USA

Date of Web Publication11-Jun-2014

Correspondence Address:
Karen E Peters
Clinical Assistant Professor, Division of Community Health Sciences, University of Illinois School of Public Health, National Center for Rural Health Professions, University of Illinois College of Medicine - Rockford
USA
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Source of Support: None, Conflict of Interest: None



How to cite this article:
Peters KE. Leadership development for interprofessional education and collaborative practice. Educ Health 2014;27:106-7

How to cite this URL:
Peters KE. Leadership development for interprofessional education and collaborative practice. Educ Health [serial online] 2014 [cited 2019 Sep 15];27:106-7. Available from: http://www.educationforhealth.net/text.asp?2014/27/1/106/134363














Leadership Development for Interprofessional
Education and Collaborative Practice
Dawn Forman, Marion Jones & Jill Thistlethwaite (editors)
Palgrave MacMillan, United Kingdom and United States of America (2014),
298 pp.
ISBN-13: 978-1137363015


Interprofessional education (IPE) and collaborative practice are terms for which consensus on definitions is still being sought. Furthermore, the practical implementation of IPE and of collaborative practice are varied and perhaps even less well understood across the globe. This work 'Leadership Development for Interprofessional Education and Collaborative Practice' is therefore timely and provides a much needed compilation of the variety of definitions, models and activities associated with these terms. Indeed the time is ripe for leadership development in these areas as evidenced by the recent release of the World Health Organization's (WHO, 2013) [1] 'Transforming and Scaling Up Health Professionals' Education and Training Guidelines,' which calls for reform and expansion of health professionals' education and training '…to increase the quantity, quality and relevance of health professionals, and in so doing strengthen the country health systems and improve population health outcomes' (p 11). Achieving the goal of improved population health status will require leadership that focuses not only on population health outcomes but also on building health systems and workforces that maximize the contributions of all health professionals. By expanding opportunities for team-based education, training and practice among the health professions, the leadership skills of each team member can be developed and teamwork functioning can be enhanced, all of which contribute to better patient and population health.

The book is divided into three distinct sections along with an Introduction. There is a very helpful 'How to Use this Book' guidance section in the Introduction, which permits easy navigation for both content and country-specific interests. A significant contribution is provided in the form of a table, which compiles several pages of definitions and interpretations of keywords and phrases commonly found in the IPE and collaborative practice fields. This table will go a long way in helping those with interests in the field to better understand and navigate these areas. An extensive reference list is also provided. Part I provides a historical overview of this field from the perspectives of some of the its leading pioneers. Chapter 2 succinctly describes the contributions of an international cast of IPE leaders from Canada, the USA, Sweden and England. Next, a recounting of the history of IPE in Canada is provided in Chapter 3. All of the chapters in this work conclude with a short set of reflection/discussion questions that will help to facilitate contemplation on contemporary IPE and collaborative practice.

Part II entitled 'Linking Theory to Practice: Improving Client Care' is comprised of three chapters, all of which are conceptually focused on aspects of leadership for IPE and collaborative practice. Chapter 4 describes a strengths-based leadership (SBL) approach oriented to patient safety, which values the contributions of all team members and is based on IPE, crew resource management (CRM) and human factors. A helpful interprofessional leadership skills toolkit and short case studies round out the chapter. In Chapter 5, the authors investigate the obstacles leaders face in health care and education around the issues of clinical improvement and collaborative patient-centered care. Two case studies effectively provide insights into how a SBL approach can be used to develop frameworks for improvement and patient safety. Another leadership model is presented in Chapter 7, which involves a university-community engagement scenario. The model involves transformational leadership and engagement approaches that resulted from an increased interest in IPE among students and their university. A comprehensive literature review and set of lessons learned are also described.

Part III provides a wealth of insights into the conceptualization and implementation of IPE and collaborative practice from around the world. These perspectives come from the US, Colombia, India, the Philippines, New Zealand, Kenya and Australia. Each country focuses on its unique contexts in which they are implementing IPE and collaborative practice. The reader will gain much from conducting their own comparisons and contrasts regarding the models of leadership, education and practice activities described in each chapter.

The closing reflections offered by Jill Thistle Waite in Chapter 15 are insightful and heartfelt. A short summary of the past, present and future of IPE and collaborative practice are eloquently expressed. The debate concerning the evidence base around IPE and collaborative practice is raised appropriately with some thoughtful 'answers' for those who remain skeptical. Finally, there is an acknowledgement of the critical 'leadership' role that health professions students will play in evolving this field into the future.

 
  References Top

1.World Health Organization. Transforming and Scaling Up Health Professionals′ Education and Training Guidelines. Available from: http://www.who.int/hrh/resources/transf_scaling_hpet/en/. [Last accessed on 2014 Apr 15].  Back to cited text no. 1
    




 

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