Carpenter - Interprofessional Education and Training 2e

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Better partnership working

Series editors: Jon Glasby and Helen Dickinson

About the authors

John Carpenter is Professor of Social Work and Applied Social Science at the University of Bristol, UK, where 30 years ago he designed, ran and evaluated one of the first pre-qualifying programmes of interprofessional education in England. He has since completed comprehensive, longitudinal evaluations of the outcomes of post-qualifying interprofessional education in mental health and a national evaluation of the outcomes of interprofessional and inter-agency training for safeguarding children (child protection).

Helen Dickinson is Associate Professor of Public Governance at the School of Social and Political Sciences and Melbourne School of Government, University of Melbourne, Australia. Her expertise is in public services, particularly in relation to topics such as governance, commissioning and priority setting and decision-making, and she has published widely on these topics. Helen is co-editor of the Journal of Health, Organization and Management and the Australian Journal of Public Administration . Helen has worked with a range of different levels of government, community organisations and private organisations in Australia, the UK, New Zealand and Europe on research and consultancy programmes.

First edition published in Great Britain in 2008

This edition published in Great Britain in 2016 by

Policy Press University of Bristol 1-9 Old Park Hill Bristol BS2 8BB UK Tel +44 (0)117 954 5940 e-mail

North American office: Policy Press c/o The University of Chicago Press 1427 East 60th Street Chicago, IL 60637, USA t: +1 773 702 7700 f: +1 773-702-9756 e:

Policy Press 2016

British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library

Library of Congress Cataloging-in-Publication Data
A catalog record for this book has been requested

ISBN 978-1-4473-2980-0 paperback
ISBN 978-1-4473-2982-4 ePub
ISBN 978-1-4473-2983-1 Mobi

The right of John Carpenter and Helen Dickinson to be identified as authors of this work has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.

All rights reserved: no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior permission of Policy Press.

The statements and opinions contained within this publication are solely those of the authors and not of the University of Bristol or Policy Press. The University of Bristol and Policy Press disclaim responsibility for any injury to persons or property resulting from any material published in this publication.

Policy Press works to counter discrimination on grounds of gender, race, disability, age and sexuality.

Cover design by Policy Press
Readers Guide
This book has been optimised for PDA.
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Contents

Tables

Figures

Boxes

John and Helen would like to acknowledge the leadership given in the field of interprofessional education (IPE) in the UK by Professor Hugh Barr, and they thank him and his colleagues for allowing them to reproduce the IPE chain reaction illustration (Figure 2.1). John and Helen would also like to thank Sarah Hean and Di Bailey for their helpful comments on the first edition of this book.

Any personal opinions (or errors) in the book are those of the authors.

Health and social care use a large number of abbreviations and acronyms. While some of those set out below are fairly popular, the majority pertain to the wide range of technical acronyms that pervade the field of IPE.

AIPHE	Accreditation of Interprofessional Health Education
CAIPE	Centre for the Advancement of Interprofessional Education
CIPW	Creating an Interprofessional Workforce
DH	Department of Health
HCPC	Health and Care Profession Council
HEA	Health Education Authority
HEI	higher education institution
IPE	interprofessional education
IPEC	Interdisciplinary Professional Education Collaboration
JAIPE	Japan Association for Interprofessional Education
MPE	multiprofessional education
NHS	National Health Service
LSCB	Local Safeguarding Children Boards
PBL	problem-based learning
RCT	randomised controlled trial
UPE	uniprofessional education
UWE	University of the West of England
WHO	World Health Organization

All web references in the following text were correct at the time of printing.

In general, we refer to the people who use services (patients or clients) and to their families (including other non-professional carers) as service users and carers.

We use pre-qualifying to denote all programmes that lead to a professional qualification (or registration). Post-qualifying refers to all educational programmes or training courses for qualified professionals. Post-qualifying educational programmes leading to a university degree may also be referred to as postgraduate. Like others in this field, we do not make a clear distinction between education and training education programmes are longer than training courses and the latter are generally not assessed, but their aims and methods of learning are often very similar.

Whenever you talk to people using health and social services, they often assume that the different agencies and professions talk to each other regularly, actively share information and work closely together. Indeed, most people dont distinguish between health and social care at all or between individual professions such as nursing, social work or occupational therapy. They simply have needs that they want addressing in a professional and responsive manner ideally by someone they know and trust. How the system is structured behind the scenes could not matter less.

And yet, people working in health and social care know that it does matter. None of us starts with a blank sheet of paper, and we all have to finds ways of working in a system that was not designed with integration in mind. As the books in this series explain, different parts of our health and social care services have evolved over time as largely separate entities, and policy-makers, managers and front-line practitioners trying to offer a joined-up service will typically face a series of practical, legal, financial and cultural barriers. This is often time-consuming and frustrating, and the end result for service users and their families often still does not feel very integrated (no matter how hard the professionals were working to try to produce a joint way forward). As one key commentator suggests, you cant integrate a square peg into a round hole (Leutz, 1999, p 93).

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