Strand One UG Workbook 2014 FINAL VERSION 19 September 2014 (1)

8/10/2019 Strand One UG Workbook 2014 FINAL VERSION 19 September 2014 (1)

1/46

Introduction toteam working

andcollaborative practice;

inhealth, social care and policing

2014/15

S!"#$ %#&Interpro'essional &ducation

(ndergraduates


2/46

2


3/46

)ontent1

*age #o

Professional contact leads 3

Before coming to this workshop 4

Introduction 5

Aim and learning outcomes 8

Section Part OneLearning Actiities !

Section Part "wo

#elated "heor$ and %urther #eading &5

*ro'essional )ontact +eads

'ursing Penn$ "rema$ne ptrema$(dmu)ac)uk

*idwifer$ A+ena Addo aaddo(dmu)ac)uk

O,P-s Alison .ames ac/0(le)ac)uk

*edical Li1 Anderson esa2(le)ac)uk

Pharmac$ 'eena Lakhani nlakhani(dmu)ac)ukSocial ork BA .ackie #o+inson .ackie)ro+inson(dmu)ac)uk

Speech Language .enn$ %ord /sford(dmu)ac)uk

"herap$

Police Stee hristopher stee)christopher(dmu)ac)uk

Audiolog$ #akesh Patel rkpatel(dmu)ac)uk

6outh and ommunit$,eelopment hris 7erriot cherriot(dmu)ac)uk

A++reiation used in the work+ook

IP Interprofessional ducation

IPL Interprofessional Learning

IP Interprofessional orking

1This workbook is copyright to the Regional Strategy Group for Interprofessional Education in Leicestershire,

ortha!ptonshire and Rutland, South Trent " 2#1$

$
mailto:[email protected]:[email protected]:[email protected]:[email protected]


4/46

e'ore coming to this workshop please complete the'ollowing-

2) e suggest $ou watch this film which is an introduction to interprofessionalworking in practice) 6ou ma$ alread$ hae seen this film in class)

http9::www)$outu+e)com:watch;


5/46

Introduction

"his is a work+ook to help $ou reflect on $our learning as $ou complete the firstStrand %ne of $our interprofessional learning =IPL?) In this healthcare regioninterprofessional education =IP? is integral to $our training and aims to deelop $our

knowledge skills and attitudes towards +ecoming a professional team worker andcolla+orator)

6ou are epected to achiee at least one IP eent during Strand %ne the+eginning of $our professional education) 6ou will complete Strand "wo and "hree inmidCtoClate training through initations to workshops and when on placements) 6ouwill +e timeta+led for most of these learning eents although opportunistic IP ma$occur in some practice settings)

hat is this learning about

"he learning has +een designed to +egin $our personal deelopment towards+ecoming an interprofessional workerD that is a professional capa+le of using theepertise of other trained professionals as $ou care for $our patients:serice usersand the pu+lic) As $ou learn with other student professions $ou will consider the rolesand responsi+ilities of man$ practitioners including $our chosen profession) 6oushould +egin to appreciate wh$ teams are necessar$ and how mem+ers areinterconnected in care delier$) 6ou will +egin to consider the compleit$ of teamworking relating this to theor$)

.ow man Strand %ne events will I do

Some students complete more than one IP learning eent in Strand One +ut forthe ma/orit$ this is $our onl$ IPL eent)

&

Developing interprofessional competencies before and beyondregistration

Introduction to teamworking andcolla+oratie

practice


6/46

hat happens

"he teaching will +e diided into two sessions completed as either two afternoons oroneCda$ with a session in the morning and in the afternoon) On arrial for sessionone $ou will +e allocated to work in a mied professional student group which is

likel$ to contain some of $our own professional group and others as indicated at thefront of this work+ook) 6our small student group will contain approimatel$ 4CElearners) 6ou will return to this group to complete session two of this course) 6ou will+e set group tasks designed to meet the aims and learning outcomes of this eent)

.ow will I be supported

6our session will +e led +$ F'acilitators6who will +e academics and practiceeducators from each of the represented professions) "hese teachers ma$ not +efamiliar to $ou) 6ou should download this workbookand +ring I" either as anelectronic ersion on $our ipad mo+ile phone or lapCtop or $ou ma$ print out the

work+ook) Some students find phone screens too small for looking at some of thewe+ links) nsure $ou hae some method of recording $our learning throughout thesession)

.ow will this be assessed

ach school will assess IPL for eample essa$s eam @uestions Portfolioreflections etc) "he ma/orit$ of students are epected to record their reflections intheir *ro'essional *ort'olio) 6ou are epected to descri+e what $ou did and reflecton what $ou hae learnt a+out team working within health and social care) onsiderwhat $ou hae learnt in the light of the learning outcomes and anal$se $our

deeloping knowledge skills and attitudes)

Students who ma be timetabled to work

6ou will learn with some of the following student groups9

Audiology; Midwifery; Medicine; Nursing (all branches); Operating DepartmentPractitioners; Pharmacy; Police; Social or!; Speech and "anguage #herapy; $outh

and %ommunity De&elopment'

"his learning eent will take place in a uniersit$ classroom) 6ou may find you ha&e

to eplore another campusand work in places $ou are unfamiliar with) All of theenues are within eas$ walking distance and $our professional leads will inform $ouwhere $ou will +e working) 6ou will receie a warm welcome +$ students of eachGniersit$ and hae a chance to eplore other Gniersit$ facilities)

Session Structure and eaching 7ethods

6ou are responsi+le for $our own and $our groups learning +$ engaging ineperiential modified pro+lem +ased learning) "his means $ou will +e gien trigger@uestions to consider and anal$se forming group conclusions) %rom the outset $ouwill +e gien time to feel comforta+le working with $our group mem+ers as $ou

commence interactie learning) 6our facilitators will support $ou in this learninghelping $ou to meet the learning outcomes)

'


7/46

!elating our learning to our curriculum

"he content of this learning relates to $our preparation for practice within $ourchosen profession) "eam working and colla+oratie practice are closel$ integratedthrough $our learning and $ou should relate what $ou learn in all $our

interprofessional eents to $our onCgoing learning in $our professional curriculum) Allthis learning is aimed to prepare $ou for interprofessional working)

orkbook Structure

"he work+ook is organised into working sections which follow the actiities $ou willcomplete during $our sessions)

"he actiities $ou will complete are in PA#" O') "he theoretical aspects whichrelate to this learning are in PA#" "O)

*"! %#&-

" Session %ne"here will +e actiities to help $ou learn a+out9

hat it feels like to work in interprofessional teams

h$ team working in health and social care can +e rewarding and $et

comple +ut should result in +etter serices for the pu+lic:patients: sericeusers

Session wo"hese actiities will help $ou learn a+out9

"he importance of communication within and +etween teams

7ow the different team mem+ers use their epertise collectiel$ to care forpatients:pu+lic:serice users

6ou will continue to deelop $our interprofessional competence throughout $our timeas a student and after @ualification)

*"! %

6our facilitators will guide $ou to the theor$ during the session) "here are additionalsections in the appendies for $ou to work through after the eent)

(


8/46

"im

"o eplore what is meant +$ team working and colla+oratie practice in health and

social care with respect to $our chosen profession and others in relation to promoting

personCcentred serices)

Intended +earning %utcomes

B$ the end of this session $ou should +egin to9

Knowledge

Gnderstand and eplain $our own professional identit$

Gnderstand theoretical principles relating to effectie team working

Awareness of the health and social care professions and their uni@ue roles

and responsi+ilities in modern care arenas

,eelop an awareness of professional perspecties

onsider the central role of patients:the pu+lic:serice users

Identif$ similarities and differences within and across professions)

Skills

Practise interprofessional skills such as communication)

Attitudes

onsider the positie aspects of team working such as selfCen/o$ment)

)


9/46

*art %ne+earning "ctivities

S&SSI%# %#&

Introductions

%ollowing the facilitators introduction to the session $ou will hae time to talk toeer$one in $our group)

Introduce $ourself in more detail to the person sitting net to $ou +$ using theinformation $ou researched prior to coming to this eent)

ntr$ to the profession

He$ purpose of the profession

Settings in which $ou might work

ho is in $our group;

'ame hosen profession Information a+out the profession

*


10/46

orking ogether

8round !ules

6our facilitator will direct $ou to consider how to work together to use each other-sskills and ensure eer$one contri+utes to the workshop actiities)

ecord your groups agreed rules'%onsider how you use these throughout your time wor!ing together'*ow does setting these help you wor! as a team+

1#

Bo for recording $our group-s team rules


11/46

"ctivit 1- eam working

" team game

6ou will undertake a short team game that $our tutors will eplain) After the actiit$discuss the @uestions as a team in the +o +elow)

hat did $ou do to help;

,id $ou manage to communicate $our iews within the group;

7ow did it feel working within this team;

7ow did $our team feel a+out $our team outcome;

.ow can theor e9plain human behaviour in teams

i: hat roles: we pla

6our tutors will eplain a+out the work of Bel+in) o to page &E of this work+ook)

hat Bel+in role do $ou think $ou pla$ed;

Ask the student net to $ou what role the$ think$ou pla$ed;

11


12/46

ii: h we adopt di''erent roles

"he *$ers Briggs "$pe Indicator is an instrument used to identif$ indiidualdifferences) "hese theorists consider how we interact with and perceie the world)

o to page &! of the work+ook)

The orientation of our energy

&troersion Introersion

The way we take in information

Sensing Intuition

The way we make decisions

hinking eeling

How we deal with the outer world


13/46

"ctivit 2- )omple9 Interpro'essional Situations

6our group will +e allocated one set o' cases) onsider the information $ou aregien and compile group 'eedback ,iscuss the main points concerning team

working and record $our ideas in the +o on page 2E 6ou ma$ use the links toeplore the cases further)

Set %ne

http9::www)theguardian)com:societ$:&>2&:/ul:2&:londonChospitalCkaneCgorn$Cdeh$drationCdeathD http9::www)mirror)co)uk:news:ukCnews:kaneCgorn$Cin@uestCcoronerCslamsC2242285B*. "eams of the 6ear9 oogle B*. team of the $ear

Set wo

http9::news)++c)co)uk:2:hi:health:+ackground+riefings:the+ristolheart+a+ies:5>3E4&)stm9 http9::www)dail$mail)co)uk:news:articleCE>!5!:'7SCchangeCin@uir$CBristolCheartC+a+$Cdeaths)htmlOutstanding Surgical "eamshttp9::www)cleftline)org:parentsCindiiduals:teamCcare:

1$
http://www.theguardian.com/society/2012/jul/12/london-hospital-kane-gorny-dehydration-deathhttp://www.theguardian.com/society/2012/jul/12/london-hospital-kane-gorny-dehydration-deathhttp://www.mirror.co.uk/news/uk-news/kane-gorny-inquest-coroner-slams-1141185http://www.mirror.co.uk/news/uk-news/kane-gorny-inquest-coroner-slams-1141185http://news.bbc.co.uk/1/hi/health/background_briefings/the_bristol_heart_babies/503642.stmhttp://news.bbc.co.uk/1/hi/health/background_briefings/the_bristol_heart_babies/503642.stmhttp://www.dailymail.co.uk/news/article-60959/NHS-change-inquiry-Bristol-heart-baby-deaths.htmlhttp://www.dailymail.co.uk/news/article-60959/NHS-change-inquiry-Bristol-heart-baby-deaths.htmlhttp://www.cleftline.org/parents-individuals/team-care/http://www.theguardian.com/society/2012/jul/12/london-hospital-kane-gorny-dehydration-deathhttp://www.theguardian.com/society/2012/jul/12/london-hospital-kane-gorny-dehydration-deathhttp://www.mirror.co.uk/news/uk-news/kane-gorny-inquest-coroner-slams-1141185http://www.mirror.co.uk/news/uk-news/kane-gorny-inquest-coroner-slams-1141185http://news.bbc.co.uk/1/hi/health/background_briefings/the_bristol_heart_babies/503642.stmhttp://news.bbc.co.uk/1/hi/health/background_briefings/the_bristol_heart_babies/503642.stmhttp://www.dailymail.co.uk/news/article-60959/NHS-change-inquiry-Bristol-heart-baby-deaths.htmlhttp://www.dailymail.co.uk/news/article-60959/NHS-change-inquiry-Bristol-heart-baby-deaths.htmlhttp://www.cleftline.org/parents-individuals/team-care/


14/46

Set hree

http9::www)theguardian)com:uk:&>22:ma$:&4:fionaCpilkingtonCpoliceCmisconductCproceedingsD http9::www)$outu+e)com:watch;dGucm>MwHings %und ,ementia stor$http9::www)kingsfund)org)uk:pro/ects:coCordinatedCcareCpeopleCcompleCchronicCconditions:oleasCadancedCdementiaCsericeCpatientCstories

Set our

http9::www)++c)co)uk:news:ukC22E&E8>E'ice teams of the $ear9http9::www)nice)org)uk:'ews:Article:pro/ectCtoCreduceCanti+ioticCprescri+ingCwinsC&>24CniceCsharedClearningCaward

1%
http://www.theguardian.com/uk/2011/may/24/fiona-pilkington-police-misconduct-proceedingshttp://www.theguardian.com/uk/2011/may/24/fiona-pilkington-police-misconduct-proceedingshttp://www.youtube.com/watch?v=_W0dUucm0Xwhttp://www.kingsfund.org.uk/projects/co-ordinated-care-people-complex-chronic-conditions/oxleas-advanced-dementia-service-patient-storieshttp://www.kingsfund.org.uk/projects/co-ordinated-care-people-complex-chronic-conditions/oxleas-advanced-dementia-service-patient-storieshttp://www.bbc.co.uk/news/uk-11626806http://www.nice.org.uk/News/Article/project-to-reduce-antibiotic-prescribing-wins-2014-nice-shared-learning-awardhttp://www.nice.org.uk/News/Article/project-to-reduce-antibiotic-prescribing-wins-2014-nice-shared-learning-awardhttp://www.theguardian.com/uk/2011/may/24/fiona-pilkington-police-misconduct-proceedingshttp://www.theguardian.com/uk/2011/may/24/fiona-pilkington-police-misconduct-proceedingshttp://www.youtube.com/watch?v=_W0dUucm0Xwhttp://www.kingsfund.org.uk/projects/co-ordinated-care-people-complex-chronic-conditions/oxleas-advanced-dementia-service-patient-storieshttp://www.kingsfund.org.uk/projects/co-ordinated-care-people-complex-chronic-conditions/oxleas-advanced-dementia-service-patient-storieshttp://www.bbc.co.uk/news/uk-11626806http://www.nice.org.uk/News/Article/project-to-reduce-antibiotic-prescribing-wins-2014-nice-shared-learning-awardhttp://www.nice.org.uk/News/Article/project-to-reduce-antibiotic-prescribing-wins-2014-nice-shared-learning-award


15/46

Set ive

http9::www)++c)co)uk:news:ukCenglandCstokeCstaffordshireC22&28E38

http9::www)parliamentlie)t:*ain:Pla$er)asp;meetingId2&)pdfhttp9::www)kingsfund)org)uk:pro/ects:coCordinatedCcareCpeopleCcompleCchronicCconditions:pem+rokeshireCpatientCstories

Set Si9

http9::www)++c)co)uk:news:healthC&28&!54>

Outstanding Surgical "eams

http9::www)cleftline)org:parentsCindiiduals:teamCcare:

1&
http://www.bbc.co.uk/news/uk-england-stoke-staffordshire-11218638http://www.parliamentlive.tv/Main/Player.aspx?meetingId=12578https://www.gov.uk/enabling-integrated-care-in-the-nhshttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/285986/Enablers_and_barriers_to_integrated_care_report_June_2012.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/285986/Enablers_and_barriers_to_integrated_care_report_June_2012.pdfhttp://www.kingsfund.org.uk/projects/co-ordinated-care-people-complex-chronic-conditions/pembrokeshire-patient-storieshttp://www.kingsfund.org.uk/projects/co-ordinated-care-people-complex-chronic-conditions/pembrokeshire-patient-storieshttp://www.bbc.co.uk/news/health-21829540http://www.cleftline.org/parents-individuals/team-care/http://www.bbc.co.uk/news/uk-england-stoke-staffordshire-11218638http://www.parliamentlive.tv/Main/Player.aspx?meetingId=12578https://www.gov.uk/enabling-integrated-care-in-the-nhshttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/285986/Enablers_and_barriers_to_integrated_care_report_June_2012.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/285986/Enablers_and_barriers_to_integrated_care_report_June_2012.pdfhttp://www.kingsfund.org.uk/projects/co-ordinated-care-people-complex-chronic-conditions/pembrokeshire-patient-storieshttp://www.kingsfund.org.uk/projects/co-ordinated-care-people-complex-chronic-conditions/pembrokeshire-patient-storieshttp://www.bbc.co.uk/news/health-21829540http://www.cleftline.org/parents-individuals/team-care/


16/46

"'ter discussing our case; answer the 'ollowing-

2) hat aspects of team working could $ou identif$; %ind at least one that waspositie and one that was negatie;

&) hat are the learning points for working with others;

3) "he media often focus on one profession9 an $ou see an$ eamples in $ourcase) ho else was or should hae +een inoled;

4) an $ou relate the teams $ou hae read a+out to the different models of teamworking shown on page 3&)

=our ideas

%ther *ositive Stories

"eam of the $ear and nominations

http9::www)r+ch)nhs)uk:ourserices:supportserices:communications:staffCecellenceCawards:teamCofCtheC$earCaward)php

%ilm on team working coCordinated care

http9::www)kingsfund)org)uk:audioCideo:whatCke$CeffectieCcareCcoCordination

Police

http9::www)thamesalle$)police)uk:newseentsCpressreleasesCitem)htm;id


17/46

Summar o' 'irst session

)onsidering all the learning so 'ar- )an ou now agree wh weneed interpro'essional education 'rom the perspective o'-

i? Patients:the pu+lic:serice users and their families:carers;ii? Nualified practitioners who work in health and social care toda$;iii? *anagers and those with responsi+ilities for pu+lic serices;

*atients/thepublic/serviceusers

*ractitioners

7anagers and thosewith responsibilities

$e'inition o' Interpro'essional &ducation wwwcaipeorguk:

1(
http://www.caipe.org.uk/http://www.caipe.org.uk/


18/46

S&)%#$ S&SSI%#

"ctivit >

$i''erent pro'essions working together is essential but not eas

hen $ou /oin a profession $ou +ecome part of a professional culture and deelop astrong identit$ as part of that profession) "hese strong professional cultures can +e a+arrier to effectie interprofessional colla+oration) "heor$ helps us understand wh$this happens)

Being part of an$ group leads to $ou forming opinions of other groups theseopinions will hae an impact on communication)

%orming strong identities can +e a pro+lem) atch this ideo made +$ .ane lliott9



19/46

"ctivit 4

)ommunication is so important in team working but is hard toachieve

=ou will watch one or more o' these clips-

,arth adar and the ,eath Star9 http9::$outu)+e:l"u$a8p!/G

"wo #onnies and the %our andles9 http9::www)$outu+e)com:watch;


20/46

"ctivit 5

+earning about the roles and responsibilities o' practitioners who worktogether- Interpro'essional )ase Scenarios

=our 'acilitators will choose to use a 'ilm or one o' the case studies in thisworkbook 'or ou to discuss

$?$s- wo stories 'rom )asualt

#ead these stories as a group)

8roup ork hat would the patient:serice user-s priorities +e;

ho are the professionals inoled in these stories;

7ow will the$ work together;

=our #otes

2#


21/46

)ase Studies 1@

&9ample 1

Bill aged 0& $ears lies with .im and Sher$l his son and daughterCinClaw followingrecent hip replacement surger$) "heir house is small and eer$one seems to get ineach other-s wa$) Seeral months ago Sher$l tripped oer Bill-s walking frame soit-s now kept outside) 7e fell the first time he tried getting to the toilet without itDSher$l had to clean him up when she came home from shopping) At work .im has acall from the hospital to sa$ that Bill is fine now and can +e collected) hen hearries the nurse asks to speak to him a+out the +ruises on Bill-s arms and legsQ

&9ample 2

Hamilla who is 38 $ears of age is at home recoering from surger$ and radiotherap$to treat a malignant tumour on her tongue) She is +eing cared for +$ her parents andfinds haing isitors difficult) It is also difficult +eing +ack at her childhood homeagain after man$ $ears of independence) She knows that her mum and dad arefinding the ph$sical work of caring for her hard and the$ aren-t coping with herillness and disfigurement) She has a lot of pain and finds it difficult to swallow theta+lets prescri+ed +$ the oncologist) Hamilla wonders if her medication comes as ali@uid and if there is an$one else who has +een in this positionQ

&9ample >

L$nette is 24 $ears of age and has looked after her dad since her mum left the famil$home) At first she got to school on time +ut now she often misses the +us) L$nettehas man$ pro+lems +ecause her school doesn-t understand her home life) If she islate she gets her dad to write her a note sa$ing that she was sickD he does this whenshe sta$s at home to let the communit$ ps$chiatric nurse in when the nurse can-tcome after school) hen L$nette is not there for the nurse her dad hides when hehears the door+ell) L$nette knows how important the nurse-s isits are9 dad mighthae to go awa$ if the nurse doesn-t see him regularl$) "his happened once +eforeand L$nette had to sta$ with relaties for a few da$s) L$nette worries a+out her dad

when she is out +ut would reall$ like to go into town with her friends sometimesQ

&9ample 4

Ahmad =&& $ears? *oni@ue =&8 $ears? and their famil$ had to leae their home er$@uickl$ one eening during the &>>8 summer floods) "he$ spent the net few da$sin the emergenc$ shelter at a local school grateful for the meals and the staff whokeep the children occupied) "here is an adice desk so Ahmad finds out a+outinsurance claims and temporar$ housing) "heir third child is due in si weeks and*oni@ue is er$ concerned a+out whether or not she could still hae her +a+$ athome) Ahmad has learnt that the clean water suppl$ to their street was damaged

and that in some houses the flood water has not $et receded) Ahmad and *oni@uewait to hear more a+out their house and their futureQ

21


22/46

&9ample 5

Ale who is partiall$ sighted has /ust had his nineteenth +irthda$ and like all $oungpeople feels it-s time for him to find somewhere of his own to lie) 7e also haslearning disa+ilities which means that he needs a lot of attention and +ecomes er$

agitated in strange places) .ac@ui =40$ears? his mum has alwa$s looked after himand she would like him to sta$ at home and go to a da$ centre) *ichael =48$ears?his dad thinks differentl$) 7e was recentl$ diagnosed with coronar$ arter$ diseaseand has +een adised to stop smoking and lose weight) It-s difficult for *ichael tocope with Ale-s +ehaiour without a cigarette) Last week Ale sta$ed oernight in ahouse where other $oung people like him lie) 7e en/o$ed his sta$ +ut .ac@ui haspersuaded him that he wouldn-t +e happ$ there all the time) "his week Ale and hisfamil$ are meeting his support team to make some decisionsQ

%ases , - . ha&e been adapted from9 7ammick * %reeth , opperman . oodsman ,) =&>>!?Being Interprofessional) Polit$ am+ridge)

&9ample A

%reda is !2 $ears old and lies on her own in a small terraced house) %redaRspartner ,oris died a $ear ago) ,oris and %reda had lied together for thirt$ $ears)%reda had cared for ,oris for man$ $ears after ,oris had a stroke) %reda herselfhad a stroke si months ago) 7er speech and +alance are poor)%reda has two children +oth +o$s from a preious relationship) "om is now 0& $earsold and 7arr$ E! $ears) Both are retired from work and do not lie locall$) 'eitherson accepted the relationship +etween ,oris and %reda) %reda now has little contact

with them and none with her 4 grandchildren)

"om has +egun to receie phone calls from his mum in the middle of the night) 7esa$s she is er$ forgetful cries a lot wanders at night time and forgets to take hermedication) It is difficult to talk to her on the phone as she is er$ deaf) She hasta+lets for high +lood pressure +ut has not seen her P for seeral $ears) %redawas offered a package of care when she was discharged from hospital +ut refused tolet an$one in the house) "he care package was discontinued)

"om isited %reda to take her a 1immer frame for her +irthda$ +ut she threw it at him)7e is worried +ecause she appears to hae adopted a dog) "he dog is a Rpit+ull

t$peR and +elonged to a neigh+our) "om reports that the neigh+our is often Rworsethe wearR for drink)

"om reports %reda sleeps in a chair at night) %reda sa$s it is too painful to clim+ thestairs +ecause of her leg ulcers and arthritis) "here is er$ little food in the houseother than for the dog)

ase written +$ .ulie Hent =Principal Lecturer Social ork ,*G?

&9ample B

emma is 2! $ears of age and has +een in care since she was 5 $ears old) She hasrecentl$ +een released from a custodial sentence) She has preiousl$ isited thelocal FInfo Shop- a $outh information pro/ect for $oung people aged 22 to &5 $ears

22


23/46

to seek assistance in finding accommodation) Staff were a+le to assist in liaisingwith social serices and local housing charities) 7oweer she returned some da$slater in an unkempt state suggesting she had +een sleeping rough) Staff tried toengage with her +ut her +ehaiour was erratic and hostile) She seemed to +e underthe influence of alcohol or drugs was talking to herself and had apparentl$ pulled

out a clump of her own hair) As time went on her +ehaiour +ecame worse and she+egan to threaten staff and other serice users) A female mem+er of staff who haddealt with her +efore tried to placate her +ut she +egan to scream and shoutdeclaring that she had +een the su+/ect of a rape or seual assault) "he centremanager decided to close the Info shop to all other users and called the police andan am+ulanceQ

ase written +$ hristopher 7erriot =Senior Lecturer 6outh ommunit$ ,iision ,*G?)

&9ample C

Although llie felt well during her pregnanc$ she was worried as she was 30 $ears ofage haing her first +a+$ and had asked for the amniocentesis test) All tests werenormal) As the pregnanc$ progressed llie was monitored +ecause the +a+$ wasfelt to +e small) "owards the end of the pregnanc$ she was told the placenta wasl$ing low and was told to come into hospital as soon as she went into la+our) 7er+a+$ +o$ =.ake? was +orn following an emergenc$ caesarean section for foetaldistress) 7e was unresponsie with an Apgar score of >) %ollowing resuscitation.ake spent 3 weeks +eing entilated and suffered fits for seeral da$s) %ollowing aslow recoer$ all medication was stopped and he went home +reast feeding) As.ake grew he failed to reach seeral deelopmental motor milestones and at Emonths was diagnosed with cere+ral pals$)

'ow aged 8 months .ake has pro+lems with fine motor skills a left sided weaknessand poor tone in his lower lim+s) 7e does not tolerate different tetures and isuncoordinated when he eats) Both parents are working and are tr$ing to offer .akelots of help with the support of man$ peopleQ

ase written +$ .enn$ %ord Principal Lecture in Speech and Language "herap$ and,r Li1 Anderson Professor Leicester *edical School)

&9ample @

,anielle is 3& $ears of age and lies in a four +edroomed local authorit$ rentedhome) 7er children are 24 ! E and 3 $ears of age) She has an unhealth$ lifest$leand is oerweight smoking heail$ and goes out at weekends to drink ecessiel$with friends) ,anielle has found it difficult to parent her four children and as a resultthe$ are often found in the local accident and emergenc$ department) "heirprogress at school has not +een successful and her eldest child has +een ecluded+ecause of his antiCsocial +ehaiour) She has had two serious relationships +ut herlast male partner has recentl$ left and she is on her own at the moment) One of thepro+lems with the eldest child is that he was +orn during her first relationship andhas a different dad to the others) ,anielle is an informal networker on her localestate and her door is alwa$s open as she is seen as the local agon$ aunt) ,anielleis known +$ man$ local professionals who tr$ and help herQ

ase written +$ Li1 Anderson Leicester *edical School)

2$


24/46

Summar and De learning

Personal deelopment Plan

List two things $ou haelearnt a+out the theor$ ofteam working

List two things $ou haelearnt a+out $our a+ilitiesin a team

Set $ourself goals for+ecoming a more effectieteam worker

1 1 1

2 2 2

In the appendi there is some theor$ on characteristics of effectie teams

.ow will I recognise e''ective team working and collaborativepractice .ow can I continue to develop m skills

hat is $our ke$ learning;

hen $ou o+sere teams in practice what will $ou look for;



25/46

*art wo!elated heor and urther !eading

2&


26/46

&+I#

!oles *eople adopt when working in 8roups/teams

"here is a wealth of research anal$sing the effectieness of teams) One of the most

prolific writers in the field Bel+in =2!!3? conducted a range of research looking at

the makeCup of a team) One of his h$potheses was to esta+lish whether a group of

cleer people would +e the most effectie team) 7is research concluded that this

was not the case) Instead he discoered that the most consistentl$ effectie groups

were those who consisted of people who were happ$ to pla$ different roles the

ke$ to effectie teams in his iew was diersit$)

he @team roles identi'ied b elbin E see the document /01"02N 0lan! SP2

team-role profile sheet'pdf3 used with kind permission +$ Bel+in associates) hich

role=s? do $ou prefer to pla$ in a team; B$ marking a cross on the dotted line after

each role decide where $our preference:@ualities lie) Bel+inRs model has remained a

popular means of eamining indiidual differences and team role contri+utions) 7is

model can also diagnose pro+lems where teams ma$ hae clear failings) So for

instance an under achieing team ma$ lack a Fcompleter- who will en/o$ following

through and checking all details)

2'


27/46

#he following pages are gi&en with !ind permission from 0elbin Association 45,,'

2(


28/46


29/46

7=&!S!I88S =*& I#$I)"%!

hat roles we pla and wh

*$ers Briggs t$pe indicator uses .ung-s ps$chological t$pe theor$ and measuresdifferences +etween people in the wa$ the$ prefer to focus their attention and energ$Dthe wa$ the$ prefer to take in informationD the wa$ the$ prefer to make decisionsD andhow the$ orientate themseles to the outside world) According to the theor$ eer$onehas a natural preference for one of the opposites on each domain on each of the fourdimensions) hen we use our preferred method we are generall$ at our +est and feelmost competent and energetic) "here is no right or wrong in these preferences as eachare alua+le human +ehaiours) 7oweer the theor$ eplores our strengths and alsoour possi+le +lind spots) Appreciating and making constructie use of differences is achallenge +ecause it is eas$ to hae a +ias towards our own wa$ of seeing things and

making decisions) *an$ people are easil$ irritated +$ other people-s preferences and+ehaiour patterns) %or teams to work effectiel$ indiiduals need to moe fromirritation through to understanding and acceptance) "eams must use each other-sdifferences constructiel$)

"here are 2E t$pes in total9

The orientation of our energy

&troersion =? Introersion =I?

The way we take in informationSensing =S? Intuition ='?

The way we make decisions

hinking ="? eeling =%?

How we deal with the outer world


30/46

7ers riggs pes &9plained

&9traversion IntroversionAre you outwardly or inwardly focussed

T ,escri+ed as talkatie outgoing

T Like a fastCpaced enironmentT "end to work out ideas with

others think out loudT n/o$ +eing the centre of

attention

T ould +e descri+ed as resered

priateT Prefer a slower pace with time for

contemplationT "end to think things through inside

$our headT ould rather o+sere than +e the

centre of attention

Sensing Intuition*ow do you prefer to ta!e in 2nformation

T %ocus on the realit$ of howthings are

T Pa$ attention to concrete factsand details

T Prefer ideas that hae practicalapplications

T Like to descri+e things in aspecific literal wa$

T Imagine the possi+ilities of howthings could +e

T 'otice the +ig picture and see howthings connect

T n/o$ ideas and concepts for theirown sake

T Like to descri+e things in afiguratie poetic wa$

hinking eeling

*ow do you prefer to ma!e decisionsT *ake decision in an impersonal

wa$ using logical reasoningT alue /ustice fairnessT n/o$ finding flaws in an

argumentT ould +e descri+ed as

reasona+le leel headed)

T Base $our decisions on personalalues and how $our actions affectothers

T alue harmon$ forgienessT Like to please others and point out

the +est in peopleT ould +e descri+ed as warm

empathetic


31/46

()D7"#

he Stages o' eam $evelopment- .ow teams 'orm

According to research eidence teams hae life stages that is the$ form grow

and deelop in predicta+le wa$s) "he d$namics of each team will howeer +e

uni@ue) "uckman =2!00? proposed that there are a series of stages that teams go

through +efore +ecoming full$ performing teams) "he stages of this model are

summarised as follows9

2 ormingC at this stage there needs to +e a clear sense of purpose and

identit$ to help satisf$ indiiduals /oining and +elonging needs

& Storming C as indiiduals +egin to iew themseles as a team and to

understand what is epected of them the$ are more likel$ to challenge the

leader and to @uestion the task) *em+ers need to +e clear a+out their

roles and hae opportunities to participate and contri+ute to the team

3 #ormingC the team in this stage is consolidating and indiiduals should +e

working on processes to help them achiee the task

4 *er'orming C this is the ideal stage) "he team should +e working

effectiel$ using the skills and @ualities of all mem+ers

5 "d3ourning sometimes called mourning as teams do not last foreer)

People depart leaing a range of feelings sadness frustration and stress)

#epeating the stages again +ecomes necessar$ as the net person /oins)

"he alue of the *odel lies in the insight that team performance takes time

+ecause teams are first social groupings) "eams hae important ps$chological

purposes for man$ people giing a sense of +elonging +ecoming part of our

identit$D can ena+le learning and the deelopment of friendships) It is estimated

that people working oer 3E $ears spend more than eight $ears of their lies at

work and traelling to and from work)

$1


32/46

=*&S % &"7S

7odels

7ultia9ial 7odel o' *ro'essional )are

,ifferent holistic needs of the user are linked to the central focus of the

coordinator)

"his model works well with disa+led $oung children and care of the elderl$)

7oweer it is often not found with people +etween the ages of 2E $ears and E4

$ears)

"here needs to +e clarit$ of understanding of who takes what roles and wh$;

In this model workers across different professional statutor$ domains are linked

together)

$2


33/46

Service (ser )entred 7odels

7ere the serice user controls the outcome and asks for the team meetings) "his

t$pe of team working has +een sustained mostl$ around the care of children

where parents take on this role often with a He$ orker) It is also the preferred

model in the care of a pregnant woman who holds her own records and goes

+etween hospital and communit$ teams for her care)

All team working should consider the central role of the user and the opportunit$

to inole them and their families in decisions should +e paramount to good

@ualit$ care) 7oweer there are alwa$s tensions +etween the wishes of mem+ers

of professions compared with those of health social care or education for

eample which hae to +e worked through in these models) %inal decisions are

those of the user +ut eer$one has the right to state what the$ might choose andwh$)

)omple9 7odels

In man$ cases teams in health care run in parallel to one another and neer meet

as with the case of hospital and communit$ teams) Information is echanged +ut

there are neer or rarel$ an$ face to face meetings) 7oweer hospital

specialism and different teams do link and meet with each other although again

their nuclear working is fragmented)

$$

7ealth "eam

Social are

Gser pulls all together

ducation


34/46

Interconnecting teams

$%

ommunit$teams in

health andsocial care

7ospital interlinking

teams for eample withinreha+ilitation specialism

such asD #espirator$medicine mental health

orthopaedics#heumatolog$ interlinkwith eriatric medicine)


35/46

$r FI7"!$% and %.&!S

"he points made +$ ,r im+ardo at the end of this film clip include9

*inimal differences +etween people can +e the +asis for discriminationwhen authorit$ adds alue to these differences)

Learning a+out power should help us to reduce im+alances especiall$ if we

were the ictim of discrimination) 7oweer often the opposite happens and

people who were ictims who later gain access to power instead of

showing compassion also +ehae negatiel$ towards others)

%eeling good a+out $ourself ma$ influence $our emotions and in school

age children this eperiment impacted on work grades) #esearch showsthis does not happen in higher education)

hen the eperiment is reisited toda$ and people eperience power the

outcomes are the same as the$ were 5> $ears ago)

*aintaining identities can inole using power and influence in positie wa$s)"he

alue of +eing in a group is that $ou deelop supportie relationships from which

$ou can +enefit) *uch of this relates to the concept o' Gsocial capital6) Againread a+out this theor$ in the appendi) Interprofessional groups succeed when

the$ share their collectie social capital and hence their access to power in the

form of resources for eample)

6ou ma$ like to consider $our personal identit$ and the groups $ou moe+etween) omplete the actiit$ +elow

Social Identit heor

Outlined +$ "a/fel et al=2!02 and 2!8E? descri+es how as indiiduals we strie to

maintain a positie selfCimage) "his is composed of a personal identit$ and a social

identit$) As we hae discussed we all hae seeral identities corresponding to the

num+er of groups we +elong to)

"he more positie we are a+out our social identit$ and our selfCimage the more

strongl$ we associate with our group=s?) e therefore can form positie in-groups

images as we personall$ reinforce our positie selfCimage) In doing this we often form

$&


36/46

out-groupsthat is those groups who we are not a mem+er of and for whom we

associate as +eing less desira+le) Some of this can lie at the heart of pre/udice)

)ontact heor

h$ we feel strongl$ against some people has +een eplored through the lens of

contact theor$) Intergroup contact theor$ can help eplain wh$ some mem+ers of

professions strongl$ identif$ with their own profession =inCgroup? and eclude and limit

their relationships with other professions =outCgroup?) "his can negatiel$ impact how

different health and social care professionals groups work with one another =*ohaupt

et al &>2&?) "his theor$ looks at wh$ some groups feel differentl$ towards others and

addresses concepts such as stereot$pes social groups and hierarchies =Allport 2!54?)

"he theor$ +egan through looking for eplanations of racial tensions in the southern

states of the GSA) "he contact h$pothesis suggest that where people hae contact

with those who the$ perceie are not like them mem+ers of an outCgroup then these

tensions and +arriers can +e +roken down through meaningful interpersonal

relationships =contact? that is simpl$ the act of getting to know them as indiiduals)

Stereotpesare social schemata that is linked information a+out social categories)

%or eample we will hae ideas on what a t$pical man is like compared to a t$pical

woman) People will hae ideas on what a t$pical doctor or social worker or

ps$chologist is like) "hese are stereot$pes that gie us a FshortCcut- on what to epect

in social situations and sae time and processing power) "he pro+lem with stereot$pes

is that the$ are prone to +ias as people tend to focus more on negatie traits of people

in other social groups and positie traits of the groups the$ see themseles as +eing a

mem+er of) Also there is usuall$ a great deal of ariation within an$ social group so

assuming that someone is Ft$pical- will often +e wrong) "herefore if we make

assumptions a+out an indiidual +ased on a stereot$pe =pre/udice? and act upon them

=discriminate? we can make serious mistakes) "he difficult$ in aoiding this is that

usuall$ we are not consciousl$ aware of using stereot$pes and are more likel$ to do

so when in circumstances where there is time pressure we are tired and there is too

much information t$pical working conditions in health and social careV If we are

normal human +eings we will all use stereot$pes sometimes een if we do not intend

to)

$'


37/46

Gltimatel$ $ou need to deelop an approacha+le attitude towards how $ou work with

others and remem+er that eer$one each professional $ou work with is uni@ue)

Studies hae shown that students arrie at Gniersit$ to stud$ for health and social

care professions holding strong iews on the characteristics and traits of other students

=7ean et al6&>>E?)

"here are man$ theories and other eplanations that can help us understand our

personal eperiences of working in teams) e outline a few here)

Social )apital heor

Sometimes +eing a mem+er of an interprofessional group can feel uncomforta+le)

Sometimes groups can feel as if the$ are not e@ual with some mem+ers feeling others

hae greater status greater skills or eperiences)

"hat social networks can hae alue has +een descri+ed in a theor$ known as social

capital Gnderstanding the alue of social networks is one aspect of social capital

theor$ =Bourdieu 2!!0?) "he ke$ factor is what encourages us as indiiduals to inest

effort within an$ group and this normall$ relates to the @uestions what is in this for

me; In this wa$ social capital descri+es the adantages gained +$ the indiidual or

group mem+er who +ecomes part of a social group or network)

ithin interprofessional practice each professional mem+er of the interprofessional

team will +ring with them knowledge and resources concerning the role and character

of their professions and access to these professional +enefits) %or an$

interprofessional group to work effectiel$ the social relationships within the

interprofessional team must deelop faoura+l$ so that the resources from the

professionCspecific groups can +e shared e@uall$)

$(


38/46

&motional Intelligence in eams

eam working is a skill and /ust like an$ other skill it can +e deeloped with

feed+ack and support) Being an adept communicator is the cornerstone of team

working skills)

One of the wa$s to assess $our personal skill deelopment is to consider the

talents $ou hae alread$ accumulated in team working) "his means that $ou need

to assess $our Femotional intelligence $our understanding and awareness of

teams and the contri+ution $ou make to them) orking in a group is likel$ to +e

ps$chologicall$ rewarding +ut it can also +e a potentiall$ demanding eperience

for the indiidual) Indiiduals who successfull$ deplo$ social skills within a group

situation are regarded as haing high emotional intelligence) motional

intelligence =N? has +een defined as the Fcapacit$ for recognising our own

feelings and those of others =oleman 2!88? for motiating ourseles and for

managing our emotions well in ourseles and in our relationships)- A set of

competencies hae +een defined that differentiate indiiduals with N) "hese

competencies can +e diided into four clusters =7a$ roup 2!!!?9

Sel'Eawareness competencies that ena+le us to understand who we are andhow we react to the world and ena+le us to identif$ our strengths anddeelopmental needs

Social awareness competencies that ena+le us to understand what others aresa$ing and feeling and wh$ the$ feel and act the wa$ the$ do

Sel'management competencies that motiate us and help us to regulate our+ehaiour so that we act appropriatel$ in arious situations

Social skillsC competencies that ena+le us to get desired results +$ workingwith or through others)

Gse the @uestionnaire +elow to help +uild $our tool kit for team working)

$)


39/46

$eveloping emotional intelligence e9ercise

Statement &9ample =es Sometimes

#o $evelopment i' our answer wassometimes or no-

Sel'awarenessAre $ou aware of$our feelings andemotions;

,o $ou know how $ouremotions affect and shapewhat $ou think feel do;Are $ou a+le to articulateand demonstrate them;

Spend time on selfCreflectionHeep a learning /ournaland write down $ourthoughts feelings and+ehaiours especiall$when facing stressfulsituations)

Social awareness,o $ou understandwhat others are

feeling and wh$the$ act the wa$the$ do;

Are $ou aware of whatothers are feeling andthinking +ut not sa$ing;,o $ou listen to others;

an $ou appreciate whereothers are coming from or do $ou regularl$ comeinto conflict;

*an$ of $our professionallearning actiities will rel$on $our o+seration andunderstanding of others)

onsider seeing $ourlearning through the lensof other students) Listento how the$ perceiewhat is happening)

Sel'managementAre $ou motiatedconfident and a+leto regulate $our+ehaiour so $ouact appropriatel$ inarious situations;

,o $ou hae a sense of$our own selfCworth; Are$ou a+le to control $ouremotions een in stressfulsituations; ,o $ou delierpromises;

Heep a diar$ and reiew$our progress) Identif$situations in which $oufeel confident and thosein which $ou don-t eamine the causes) Beaware of $our owninternal dialogue and

negatie selfCtalk)Be mindful of situationswhich cause $ou stressand deelop wa$s toreduce or deal with $ourstress reactions)

Social skillsCcompetencies thatena+le us to getdesired results +$working with orthrough others)

,o $ou influence others Cget them interested in what$ou are sa$ing:gra+ theirattention; ,o $ou createpositie atmospheres; ,o$ou +ring people together;Are $our messagesreceied and understood

as $ou intended;

Be aware of $ourstrengths and how to usethem effectiel$)Identif$ and o+sereothers who do hae anengaging st$le and pa$particular attention totheir noner+al

+ehaiour)Practice asking@uestions reacting innonC/udgemental wa$setc) Appreciate othersand gie feed+ack)

$*


40/46

ho6s ho in .ealth and Social )are

I' ou do not know the 'ollowing pro'essions then please take time toread about them

"o read more a+out all the professionals we adise $ou to look at the '7Scareers we+site http9::www)nhscareers)nhs)uk:career)shtmlD and the Social areInstitute for cellence =SI? http9::www)scie)org)uk:

ach profession is regulated +$ a professional +od$) "hese we+sites contain agreat deal of information a+out the code of professional conduct for the professions atthese we+sites9

eneral *edical ouncil9 =*? http9::www)gmcCuk)org:

'ursing and *idwifer$ ouncil9 ='*? http9::www)nmcCuk)org:

7ealth Professionals ouncil9 =7P? http9::www)hpcCuk)org:

In addition we hae placed large num+ers of professional summaries on the"I# we+site) o to Strand One and open the section on who-s whohttp9::www)tiger)li+rar$)dmu)ac)uk:

*ro'essionebsite

links

!oles and responsibilities

Audiolog$ http9::www)nhscareers)nhs)uk:eploreC+$Ccareer:healthcareCscience:careersCinChealthcareCscience:careersCinCph$siologicalCsciences:audiolog$:

Biologicalscientist

http9::www)nhscareers)nhs)uk:eploreC+$Ccareer:healthcareCscience:careersCinChealthcareCscience:careersCinClifeCsciences:+iomedicalCscience:

linicalPs$chologist

http9::www)nhscareers)nhs)uk:eploreC+$Ccareer:ps$chologicalCtherapies:careersCinCps$chologicalCtherapies:ps$chologist:clinicalCps$chologist:

,entist http9::www)nhscareers)nhs)uk:eploreC+$Ccareer:dentalCteam:

,ietician http9::www)nhscareers)nhs)uk:eploreC+$Ccareer:alliedChealthCprofessions:careersCinCtheCalliedChealthCprofessions:dietitian:

ducationalps$chologists

http9::www)education)go)uk:schools:careers:careeropportunities:+>>&>2284:educationalCps$cholog$

*edicine http9::www)nhscareers)nhs)uk:eploreC+$Ccareer:doctors:

%#
http://www.nhscareers.nhs.uk/career.shtmlhttp://www.scie.org.uk/http://www.gmc-uk.org/http://www.nmc-uk.org/http://www.hpc-uk.org/http://www.tiger.library.dmu.ac.uk/http://www.nhscareers.nhs.uk/explore-by-career/healthcare-science/careers-in-healthcare-science/careers-in-physiological-sciences/audiology/http://www.nhscareers.nhs.uk/explore-by-career/healthcare-science/careers-in-healthcare-science/careers-in-physiological-sciences/audiology/http://www.nhscareers.nhs.uk/explore-by-career/healthcare-science/careers-in-healthcare-science/careers-in-life-sciences/biomedical-science/http://www.nhscareers.nhs.uk/explore-by-career/healthcare-science/careers-in-healthcare-science/careers-in-life-sciences/biomedical-science/http://www.nhscareers.nhs.uk/explore-by-career/psychological-therapies/careers-in-psychological-therapies/psychologist/clinical-psychologist/http://www.nhscareers.nhs.uk/explore-by-career/psychological-therapies/careers-in-psychological-therapies/psychologist/clinical-psychologist/http://www.nhscareers.nhs.uk/explore-by-career/psychological-therapies/careers-in-psychological-therapies/psychologist/clinical-psychologist/http://www.nhscareers.nhs.uk/explore-by-career/dental-team/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/dietitian/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/dietitian/http://www.education.gov.uk/schools/careers/careeropportunities/b00201184/educational-psychologyhttp://www.education.gov.uk/schools/careers/careeropportunities/b00201184/educational-psychologyhttp://www.education.gov.uk/schools/careers/careeropportunities/b00201184/educational-psychologyhttp://www.nhscareers.nhs.uk/explore-by-career/doctors/http://www.nhscareers.nhs.uk/career.shtmlhttp://www.scie.org.uk/http://www.gmc-uk.org/http://www.nmc-uk.org/http://www.hpc-uk.org/http://www.tiger.library.dmu.ac.uk/http://www.nhscareers.nhs.uk/explore-by-career/healthcare-science/careers-in-healthcare-science/careers-in-physiological-sciences/audiology/http://www.nhscareers.nhs.uk/explore-by-career/healthcare-science/careers-in-healthcare-science/careers-in-physiological-sciences/audiology/http://www.nhscareers.nhs.uk/explore-by-career/healthcare-science/careers-in-healthcare-science/careers-in-life-sciences/biomedical-science/http://www.nhscareers.nhs.uk/explore-by-career/healthcare-science/careers-in-healthcare-science/careers-in-life-sciences/biomedical-science/http://www.nhscareers.nhs.uk/explore-by-career/psychological-therapies/careers-in-psychological-therapies/psychologist/clinical-psychologist/http://www.nhscareers.nhs.uk/explore-by-career/psychological-therapies/careers-in-psychological-therapies/psychologist/clinical-psychologist/http://www.nhscareers.nhs.uk/explore-by-career/psychological-therapies/careers-in-psychological-therapies/psychologist/clinical-psychologist/http://www.nhscareers.nhs.uk/explore-by-career/dental-team/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/dietitian/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/dietitian/http://www.education.gov.uk/schools/careers/careeropportunities/b00201184/educational-psychologyhttp://www.education.gov.uk/schools/careers/careeropportunities/b00201184/educational-psychologyhttp://www.nhscareers.nhs.uk/explore-by-career/doctors/


41/46

*idwifer$ http9::www)nhscareers)nhs)uk:eploreC+$Ccareer:midwifer$:

'ursing http9::www)nhscareers)nhs)uk:eploreC+$Ccareer:nursing:trainingCtoC+eCaCnurse:

Occupational"herap$ =O"?

http9::www)nhscareers)nhs)uk:eploreC+$Ccareer:alliedChealthCprofessions:careersCinCtheCalliedChealthCprofessions:occupationalCtherapist:entr$CandCtraining:

Operating,epartmentPractitioners=O,P?

http9::www)nhscareers)nhs)uk:eploreC+$Ccareer:operatingCdepartmentCpractice:

Pathologist http9::www)nhscareers)nhs)uk:eploreC+$Ccareer:doctors:careersCinCmedicine:patholog$:

Pharmacist http9::www)nhscareers)nhs)uk:eploreC+$Ccareer:pharmac$:pharmacist:

Podiatr$ http9::www)nhscareers)nhs)uk:eploreC+$Ccareer:alliedChealthCprofessions:careersCinCtheCalliedChealthCprofessions:chiropodistpodiatrist:entr$CandCtraining:

Police http9::www)policecould$ou)co)uk:workingCforCtheCpolice:inde)html

Ph$siotherap$ http9::www)nhscareers)nhs)uk:eploreC+$Ccareer:alliedChealthCprofessions:careersCinCtheCalliedChealthCprofessions:ph$siotherapist:

#adiologist http9::www)nhscareers)nhs)uk:eploreC+$Ccareer:alliedChealthCprofessions:careersCinCtheCalliedChealthCprofessions:radiographer:

Social ork http9::www)nhscareers)nhs)uk:eploreC+$Ccareer:widerChealthcareCteam:careersCinCtheCwiderChealthcareCteam:clinicalCsupportCstaff:socialCworker:

Speech andLanguage"herapist

http9::www)nhscareers)nhs)uk:eploreC+$Ccareer:alliedChealthCprofessions:careersCinCtheCalliedChealthCprofessions:speechCandClanguageCtherapist:

"eachers=earl$ $earsprimar$ andsecondar$?

http9::www)education)go)uk:getCintoCteaching

6outh andommunit$workers

http9::www)n$a)org)uk:workforceCandCtraining:gettingC@ualified

Gse additional +oes to add professions not listed)

%1
http://www.nhscareers.nhs.uk/explore-by-career/midwifery/http://www.nhscareers.nhs.uk/explore-by-career/nursing/training-to-be-a-nurse/http://www.nhscareers.nhs.uk/explore-by-career/nursing/training-to-be-a-nurse/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/occupational-therapist/entry-and-training/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/occupational-therapist/entry-and-training/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/occupational-therapist/entry-and-training/http://www.nhscareers.nhs.uk/explore-by-career/operating-department-practice/http://www.nhscareers.nhs.uk/explore-by-career/operating-department-practice/http://www.nhscareers.nhs.uk/explore-by-career/doctors/careers-in-medicine/pathology/http://www.nhscareers.nhs.uk/explore-by-career/doctors/careers-in-medicine/pathology/http://www.nhscareers.nhs.uk/explore-by-career/pharmacy/pharmacist/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/chiropodistpodiatrist/entry-and-training/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/chiropodistpodiatrist/entry-and-training/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/chiropodistpodiatrist/entry-and-training/http://www.policecouldyou.co.uk/working-for-the-police/index.htmlhttp://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/physiotherapist/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/physiotherapist/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/radiographer/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/radiographer/http://www.nhscareers.nhs.uk/explore-by-career/wider-healthcare-team/careers-in-the-wider-healthcare-team/clinical-support-staff/social-worker/http://www.nhscareers.nhs.uk/explore-by-career/wider-healthcare-team/careers-in-the-wider-healthcare-team/clinical-support-staff/social-worker/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/speech-and-language-therapist/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/speech-and-language-therapist/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/speech-and-language-therapist/http://www.education.gov.uk/get-into-teachinghttp://www.nya.org.uk/workforce-and-training/getting-qualifiedhttp://www.nhscareers.nhs.uk/explore-by-career/midwifery/http://www.nhscareers.nhs.uk/explore-by-career/nursing/training-to-be-a-nurse/http://www.nhscareers.nhs.uk/explore-by-career/nursing/training-to-be-a-nurse/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/occupational-therapist/entry-and-training/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/occupational-therapist/entry-and-training/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/occupational-therapist/entry-and-training/http://www.nhscareers.nhs.uk/explore-by-career/operating-department-practice/http://www.nhscareers.nhs.uk/explore-by-career/operating-department-practice/http://www.nhscareers.nhs.uk/explore-by-career/doctors/careers-in-medicine/pathology/http://www.nhscareers.nhs.uk/explore-by-career/doctors/careers-in-medicine/pathology/http://www.nhscareers.nhs.uk/explore-by-career/pharmacy/pharmacist/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/chiropodistpodiatrist/entry-and-training/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/chiropodistpodiatrist/entry-and-training/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/chiropodistpodiatrist/entry-and-training/http://www.policecouldyou.co.uk/working-for-the-police/index.htmlhttp://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/physiotherapist/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/physiotherapist/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/radiographer/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/radiographer/http://www.nhscareers.nhs.uk/explore-by-career/wider-healthcare-team/careers-in-the-wider-healthcare-team/clinical-support-staff/social-worker/http://www.nhscareers.nhs.uk/explore-by-career/wider-healthcare-team/careers-in-the-wider-healthcare-team/clinical-support-staff/social-worker/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/speech-and-language-therapist/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/speech-and-language-therapist/http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/careers-in-the-allied-health-professions/speech-and-language-therapist/http://www.education.gov.uk/get-into-teachinghttp://www.nya.org.uk/workforce-and-training/getting-qualified


42/46

heories on &''ective eams

)haracteristics o' &''ective eams

ollectie wisdom suggests that characteristics of effectie teams are not

alwa$s eas$ to isolate) It is claimed that teams are more creatie and productie

when the$ can achiee high leels of participation coCoperation and

colla+oration among mem+ers =,ruskat et al &>>2D oleman , 2!!8?)

"he following features tend to +e identified in research9

!oals clearD =inolementD discussionD contri+ution?D task orientationconstructie controers$ commitment to ecellence

Agreed process=open discussion of feelings and disagreements?

"ncourage full participationand inolement of all team mem+ers so that

eer$ mem+er feels a+le to contri+ute +oth in practical terms and +$ putting

forward their ideas

"nsure effective communication in meetings +etween indiidual team

mem+ers and across group actiities

Support and co-operation

Team spirit and en#oyment

Ability to reflect on task and social processes) "he team is willing to

accept new ideas take on +oard new procedures and cope with change)

hen things are not going well the$ are a+le to stop and reflect on difficulties

and pro+lems) onflict is resoled in effectie teams not eaded or aoided)

$eview success and celebrate%

ffectie teams are reliant on three +asic conditions to +e present +efore such

positie +ehaiours occur9

*utual trust among mem+ers

A sense of group identit$ =a feeling among mem+ers that the group is

uni@ue and worthwhile?

A sense of group efficac$ =the +elief that the team can perform well and

%2


43/46

that group mem+ers are more effectie working together than apart?)

%$


44/46

!e'erences and !eading

Allport ) =2!54?) "he nature of pre/udice) 'ew 6ork '69 ,ou+leda$ ompan$ Inc)

Barr 7 =&>>&? Interprofessional ducation "oda$ 6esterda$ and "omorrow) *arch &>>& L"S'

Bel+in *)#) =2!!3? #eam oles at wor!ButterworthC7einemann)

Bourdieu P) =2!!0?) "he forms of apital) In9 A)7) 7alse$ 7) Laudier P) Brown A) Stuart ells=ds?) 1ducation-culture6 economy and society' Oford9 Oford Gniersit$ Press)

orrigan .* lw$n ) "he patient safet$ stor$) 0ritish Medical 7ournal&>>5D >>19 3>&C4)

,ruskat ) Grch and olff S)B) 0uilding the emotional intelligence of groups7arardBusiness #eiew *arch &>>2 pp82 C!>

oleman ,) or!ing with 1motional 2ntelligenceBlooms+ur$ Pu+lishing 2!!8

7ammick * %reeth , opperman . oodsman ,) =&>>!? Being Interprofessional) Polit$am+ridge)

7ean S) *acleod .) Adams H 7umphries ,) =&>>E?) ill opposites attract; Similaritiesand differences in students- perceptions of the stereot$pe profiles of other health and socialcare professional groups) 7ournal of 2nterprofessional %are &>=&?92E&C282)

7a$ roup =2!!!?) hat makes reat Leaders A 7a$ ecutie Briefing Paper 2!!!)

Henned$ #eport) Learning from Bristol9 the report of the pu+lic in@uir$ into children-s heartsurger$ at the Bristol #o$al Infirmar$ 2!84C2!!5) ommand Paper9 * 5&>0 &>>2) London9"he Stationer$ Office)

Lingard L) spin S) h$te S) #egehr ) Baker #) #e1nick #) Bohnrn .) Orser B,oran , ro+er =&>>4?) ommunication failures in the operating room9 an o+serationalclassification of recurrent t$pes and effects) 8uality Safety and *ealth %are; ,9: 995-99'

*ohaupt .) an Soeren * Andrus$s1$n *) *ac*illan *) ,elinCop S) #eees S)=&>2&?) Gnderstanding interprofessional relationships +$ the use of contact theor$) 7ournal of2nterprofessional %are &E9 30>C305)

"a/fel 7) "urner . =2!8E?) #he social identity theory of inter-group beha&iour) In9S)oechel L)) Austin =ds?) Psychology of 2ntergroup elations=p0C&4?) hicago9 'elsonC7all)

"a/fel 7 Billig * Bund$ #P) %lament ) =2!02?) Social categori1ation and intergroup+ehaiour) 1uropean


45/46

(se'ul e9t ooks

Barratt Sellman , "homas .) Interprofesional working in 7ealth and Social are)Professional Perspecties) Palgrae *acmillan) &>>5)

,ruskat ) Grch and olff S)B) 0uilding the emotional intelligence of groups7arardBusiness #eiew *arch &>>2 pp82 C!>

oleman ,) or!ing with 1motional 2ntelligenceBlooms+ur$ Pu+lishing 2!!8

7ammick * %reeth , opperman . oodsman ,) =&>>!? 0eing 2nterprofessional) Polit$am+ridge)

7orn+$ S Atkins .) olla+oratie are) 2nterprofessional 2nteragency and 2nterpersonal)Second dition) Blackwell Science) &>>>

7utchings S 7all . Loelad$ B) "eamwork)A guide to successful collaboration in *ealthSocial are) Speechmark ditions)&>>3)

.elphs H ,ickinson 7 =&>>8?) or!ing in #eams' 0etter Partnership or!ing Series)ommunit$ are) Polic$ Press Bristol)

Hitto S) hester .) "histlethwaite .) #eees S) =&>22?) Sociology of2nterprofessional*ealth %are Practice: critical reflections and concrete solutions) 'oa Science Pu+lishers Inc'ew 6ork)

Leathard A) 2nterprofessional %ollaboration' ?rom Policy to practice in health and social care)BrunnerC#outledge) "a$lor and %rancis) &>>3)

Littlechild B Smith #) =&>23?)A *andboo! for 2nterprofessional Practice in the *umanSer&ices: "earning to wor! together) Pearson 7arlow ngland)

*eads Ashcroft .) #he %ase for 2nterprofessional %ollaboration 2n health and Social %are)AIP &>>5) Blackwell Pu+lishing)

*iller %reeman * #oss ') 2nterprofessional practice in health and social care' %hallengingthe shared learning agenda) Arnold) &>>2)

*ro'essional odies

&edicine !eneral &edical 'ouncil9 *9 www)gmcCuk)org

(ursing and &idwifery'ouncil9 '*9 www)nmcCuk)org

Health and 'are )rofessions 'ouncil9 7P www) www)hcpcCuk)org

!eneral )harmaceutical 'ouncil9http9::www)pharmac$regulation)org:

"he a+oe relate regulate man$ health professions9 chiropodists: podiatristsD Arts therapistsD+iomedical scientistsD clinical scientistsD dieticianD occupational therapistsD operatingdepartment practitionersD orthoptistsD paramedicsD ph$siotherapistsD prosthetists:orthotistsDradiographersD speech and language therapists)

%&
http://www.gmc-uk.org/http://www.nmc-uk.org/http://www.hcpc-uk.org/http://www.pharmacyregulation.org/http://www.pharmacyregulation.org/http://www.gmc-uk.org/http://www.nmc-uk.org/http://www.hcpc-uk.org/http://www.pharmacyregulation.org/


46/46

*&!S%#"+ #%&S

Documents

Strand One UG Workbook 2014 FINAL VERSION 19 September 2014 (1)