The University of Southampton
University of Southampton Institutional Repository

Driving change for children and families an example of an interprofessional CPD programme

Driving change for children and families an example of an interprofessional CPD programme
Driving change for children and families an example of an interprofessional CPD programme
This paper outlines the rationale, process, and pedagogy of an interprofessional Continuing Professional Development (CPD) Programme for health, social care and education professionals in Services for Children and Families. The CPD is a flexible programme, currently tailored to the specific needs of a local Children and Young People Directorate to encourage implementation of interprofessional working for children and family services in line with Every Child Matters.
The paper will outline the origins of the programme and situate this within the context of current policies on children and family services. The programme was developed jointly with a local authority that is currently undergoing restructuring in response to the Children’s Act 2004. Therefore, we will discuss how the process of employer engagement has led to a CPD programme that is focused on facilitating practice change and thus became responsive to employer needs.
In addition, the paper will demonstrate aspects of the pedagogy used to encourage genuine collaboration amongst professionals. The programme uses facilitated collaborative interprofessional learning and a problem-based learning approach to further support the changes to interprofessional working in practice.
The CPD is delivered through one of the 74 Centres of Excellence for Teaching and Learning (CETL) in England. Inherent is a commitment to evaluation. The paper will outline how this evaluation is mapped across the programme to see how the pedagogic processes work and what the impact of the pedagogy will be on practice over time. The evaluation framework – drawing on social practice theory, activity theory and Kirkpatrick’s model of evaluation – will be outlined and preliminary data will be presented setting the baseline against which change is monitored.
Meyer, Edgar
f2e4fe13-ba46-43e7-99e1-979cf3983c64
Payler, Jane
9fbb5fa0-4a5c-4e09-9f34-5f357eb74418
Humphris, Debra
7248f9f4-53fc-4519-8211-72ab16d345c9
Meyer, Edgar
f2e4fe13-ba46-43e7-99e1-979cf3983c64
Payler, Jane
9fbb5fa0-4a5c-4e09-9f34-5f357eb74418
Humphris, Debra
7248f9f4-53fc-4519-8211-72ab16d345c9

Meyer, Edgar, Payler, Jane and Humphris, Debra (2007) Driving change for children and families an example of an interprofessional CPD programme. 9th Joint Social Work and Education Conference (JSWEC), Swansea, United Kingdom. 10 - 12 Jul 2007.

Record type: Conference or Workshop Item (Paper)

Abstract

This paper outlines the rationale, process, and pedagogy of an interprofessional Continuing Professional Development (CPD) Programme for health, social care and education professionals in Services for Children and Families. The CPD is a flexible programme, currently tailored to the specific needs of a local Children and Young People Directorate to encourage implementation of interprofessional working for children and family services in line with Every Child Matters.
The paper will outline the origins of the programme and situate this within the context of current policies on children and family services. The programme was developed jointly with a local authority that is currently undergoing restructuring in response to the Children’s Act 2004. Therefore, we will discuss how the process of employer engagement has led to a CPD programme that is focused on facilitating practice change and thus became responsive to employer needs.
In addition, the paper will demonstrate aspects of the pedagogy used to encourage genuine collaboration amongst professionals. The programme uses facilitated collaborative interprofessional learning and a problem-based learning approach to further support the changes to interprofessional working in practice.
The CPD is delivered through one of the 74 Centres of Excellence for Teaching and Learning (CETL) in England. Inherent is a commitment to evaluation. The paper will outline how this evaluation is mapped across the programme to see how the pedagogic processes work and what the impact of the pedagogy will be on practice over time. The evaluation framework – drawing on social practice theory, activity theory and Kirkpatrick’s model of evaluation – will be outlined and preliminary data will be presented setting the baseline against which change is monitored.

This record has no associated files available for download.

More information

Published date: July 2007
Venue - Dates: 9th Joint Social Work and Education Conference (JSWEC), Swansea, United Kingdom, 2007-07-10 - 2007-07-12

Identifiers

Local EPrints ID: 55748
URI: http://eprints.soton.ac.uk/id/eprint/55748
PURE UUID: f71c2272-dbe4-4cb6-a25a-2e1bcf9a06b3

Catalogue record

Date deposited: 05 Aug 2008
Last modified: 11 Dec 2021 17:46

Export record

Contributors

Author: Edgar Meyer
Author: Jane Payler
Author: Debra Humphris

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×