The impact of individual philosophies of teamwork on multi-professional practice and the implications for education

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In this Subject: <a title="Medicine (General)" href="/content/subcat?j_subject=205&j_availability=">Medicine (General) ,&nbsp; <a title="Social & Public Welfare" href="/content/subcat?j_subject=243&j_availability=">Social & Public Welfare ,&nbsp; Sociology
By this author: Freeman M. ;&nbsp; Miller C. ;&nbsp; Ross N.

Authors: Freeman M.; Miller C.; Ross N.

Source: Journal of Interprofessional Care, Volume 14, Number 3, 1 August 2000 , pp. 237-247(11)

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Abstract:

An emphasis on multi-professional teamwork and the development of shared learning to support this process figures prominently in current policy documents is the United Kingdom, information dissemination from professional bodies and Trust statements (DoH, 1997,1998; Calman & Hine, 1995; SCOPME, 1997). The assumption behind these prescriptions is that working collaboratively enhances the outcomes to patients. However, working collaboratively may not be readily achieved. This research was funded by the English National Board for Nursing, Health Visiting and Midwifery (ENB) used a case study approach to explore the factors which inhibited or supported collaborative practice. Case studies of six teams working in a variety of specialisms were conducted. There were difficulties in developing collaborative practice identified at three levels of analysis: the organisation, the group and the individual. Whilst organisational and group dynamic constraints may well impinge on practice, this paper would argue that the different interpretations which various professionals have of team-working are of equal importance. Three philosophies of teamwork which emerged from the data will be described and discussed using examples of professional interactions from the case studies. Given the problems identified where the philosophies of individual team members were mismatched, the implications for education will be explored.

Keywords: MULTI-PROFESSIONAL; WORKING; INDIVIDUAL; PHILOSOPHIES; IMPACT; ON; TEAMWORK; IMPACT; FOR; PATIENTS; IMPLICATIONS; FOR; EDUCATION