Meyer, E. and Lees, A.
From interprofessional education to integrated working: enabling middle managers to develop integrated practice within children's services
At European Interprofessional Education Network (EIPEN) 2nd International Conference.
17 - 18 Sep 2009.
Full text not available from this repository.
The paper describes the impact of a continuing professional development programme (CPD) on the development of interprofessional practice within a Children and Young People Trust (CYPT) in the South of England. The programme intended to facilitate integrated services for children, young people and their families by bringing together middle managers from 15 health, social care and education services/agencies. The programme was collaboratively designed with the CYPT to address some of the underlying challenges of integrated working, such as lack of understanding each other’s roles, sharing a common language, and working across agency boundaries (e.g. Sloper 2004). The programme allowed participants to explore each other’s value base, identify challenges to taking forward integrated working, and, most importantly, to develop action plans on an issue that would support the integration of services and better multi-agency working. This paper will present the work of one of four cohorts who participated in the CPD. The cohort identified the need for better and more appropriate induction across the CYPT. All of the managers felt able to influence this area of integrated practice and thus decided to develop an action plan for the development of a multi-agency induction day. The paper will briefly outline some of the pedagogical and curriculum design features of the CPD. Subsequently the paper will reflect on the process of implementing the induction day; maintaining the momentum and taking forward the agreed action plan was not part of the CPD and thus some interesting reflections have emerged commenting on the barriers and opportunities of transferring IPE into effective interprofessional/integrated practice. Data from an extensive pedagogical evaluation will be used to substantiate the reflections and comment on some of the pedagogical features that enabled the transfer of IPE into effective (integrated) practice
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