Why we need theory to help us better understand the nature of interprofessional education, practice and care

Journal of Interprofessional Care

Volumn 27, Issue 1, 2013, Pages 1-3

  Reeves, Scott ^a,b   Hean, Sarah ^c  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b ST MICHAEL'S HOSPITAL   (Canada)

^c BOURNEMOUTH UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

COMPREHENSION; EDITORIAL; EDUCATION; HEALTH CARE PERSONNEL; HUMAN; PATIENT CARE; PUBLIC RELATIONS; THEORETICAL MODEL;

COMPREHENSION; HEALTH PERSONNEL; HUMANS; INTERPROFESSIONAL RELATIONS; MODELS, THEORETICAL; PATIENT CARE;

EID: 84871424017     PISSN: 13561820     EISSN: 14699567     Source Type: Journal    
DOI: 10.3109/13561820.2013.751293     Document Type: Review

References (26)

1. Barr, H. (2013). Towards a theoretical framework for interprofessional education. Journal of Interprofessional Care, 27(1), 4-9.
2. Barr, H., Koppel, I., Reeves, S., Hammick, M., & Freeth, D. (2005). Promoting partnerships for health. London: Blackwell Publishing and CAIPE
3. Bleakley, A. (2013).Working in "teams" in an era of "liquid" healthcare: What is the use of theory. Journal of Interprofessional Care, 27(1), 18-26.
4. Carpenter, J. (1995). Doctors and nurses: Stereotypes and stereotype change in interprofessional education. Journal of Interprofessional Care, 9(2), 151-161.
5. Clark, P.G. (2013). Toward a transtheoretical model of interprofessional education: Stages, processes and forces supporting institutional change. Journal of Interprofessional Care, 27(1), 43-49.
6. Craddock, D., O'Halloran, C.,McPherson, K., Hean, S., & Hammick, M. (2013). A top-down approach impedes the use of theory? Interprofessional educational leaders' approaches to curriculum development and the use of learning theory. Journal of Interprofessional Care, 27(1), 65-72.
7. DeMatteo, D.J., & Reeves, S. (2013). Introducing first year students to interprofessionalism: Exploring professional identity in the "enterprise culture": A Foucauldian analysis. Journal of Interprofessional Care, 27(1), 27-33.
8. Dewey, J. (1923). Democracy and education. New York: The Macmillan Company
9. Eraut, M. (2003). The many meanings of theory and practice. Learning in Health and Social Care, 2(2), 61-65.
10. Freeth, D., Hammick, M., Koppel, I., Reeves, S., & Barr, H. (2002). Occasional Paper No. 2 October 2002 A Critical Review of Evaluationsof Interprofessional Education. London: LTSN-Centre for Health Sciences and Practices
11. Glanz, K., Rimer, B.K., & Lewis, F.M. (2002). Health behavior and health education. 3rd ed., San Francisco, CA: Jossey-Bass
12. Green, C. (2013). Relative distancing: A grounded theory of how learners negotiate the interprofessional. Journal of Interprofessional Care, 27(1), 34-42.
13. Hean, S., Craddock, D., & Hammick, M. (2012). Theoretical insights into interprofessional education: AMEE Guide No. 62. Medical Teacher, 34(2), e78-e101.
14. Hean, S., Hammick, M., Miers, M., Barr, H., Hind, M., Craddock, D., Borthwick, & O'Halloran, C. (2009). Evolving theory in interprofessional education (pp. 1-7). Bournemouth: Bournemouth University
15. Hean, S., O'Halloran, C., Craddock, D., Hammick, M., & Pitt, R. (2013). Testing theory in interprofessional education: Social capital as a case study. Journal of Interprofessional Care, 27(1), 10-17.
16. Helme, M., Jones, I., & Colyer, H. (2005). The theory-practice relationship in interprofessional education. London: HSAP Subject Centre
17. Jary, D., & Jary, J. (1995). Collins dictionary of sociology. Glasgow: Collins.
18. Lewin, K. (1951). Field theory in social science; Selected theoretical papers.D. Cartwright (ed.). New York: Harper & ROW (p 161
19. Lloyd, J., Schneider, J., Scales, K., Bailey, S., & Jones, R. (2011). In-group identity as an obstacle to effective multidisciplinary teamworking: Findings from an ethnographic study of healthcare assistants in dementia care. Journal of Interprofessional Care, 25, 345-351.
20. Merton, R.K. (1968). Social theory and social structure. New York: Free Press
21. Reeves, S. (2010). Ideas for the development of the interprofessional field. Journal of Interprofessional Care, 24, 220-229.
22. Reeves, S., Albert, M., Kuper, A., & Hodges, B.D. (2008). Why use theories in qualitative research? British Medical Journal, 337, a949.
23. Reeves, S., Suter, E., Goldman, J., Martimianakis, T., Chatalalsingh, C., & Dematteo, D. (2007). A scoping review to identify organizational and education theories relevant for interprofessional practice and education. Canadian Interprofessional Health Collaborative. Available at: Www.cihc.ca/resources-files/ScopingReview-IP-Theories- Dec07.pdf
24. Suter, E., Goldman, J., Matimianakis, T., Chatalalsingh, C., DeMatteo, D.J., & Reeves, S. (2013). The use of systems and organizational theories in the interprofessional field: Findings from a scoping review. Journal of Interprofessional Care, 27(1), 57-64.
25. Thistlethwaite, J., Jackson, A., & Moran, M. (2013). Interprofessional collaborative practice: A deconstruciton. Journal of Interprofessional Care, 27(1), 50-56.
26. Walker, L., & Avant, K.C. (2005). Strategies for theory construction in nursing. 4th ed., Upper Saddle River, NJ: Pearson Prentice Hall