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Complexity and interprofessional care.

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Complexity and interprofessional care. / Cooper, Helen; Braye, Suzy; Geyer, Robert.
In: Learning in Health and Social Care, Vol. 3, No. 4, 12.2004, p. 179-189.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Cooper, H, Braye, S & Geyer, R 2004, 'Complexity and interprofessional care.', Learning in Health and Social Care, vol. 3, no. 4, pp. 179-189. https://doi.org/10.1111/j.1473-6861.2004.00076.x

APA

Cooper, H., Braye, S., & Geyer, R. (2004). Complexity and interprofessional care. Learning in Health and Social Care, 3(4), 179-189. https://doi.org/10.1111/j.1473-6861.2004.00076.x

Vancouver

Cooper H, Braye S, Geyer R. Complexity and interprofessional care. Learning in Health and Social Care. 2004 Dec;3(4):179-189. doi: 10.1111/j.1473-6861.2004.00076.x

Author

Cooper, Helen ; Braye, Suzy ; Geyer, Robert. / Complexity and interprofessional care. In: Learning in Health and Social Care. 2004 ; Vol. 3, No. 4. pp. 179-189.

Bibtex

@article{a2282cee83294f488b15d5c3fd28ac4f,
title = "Complexity and interprofessional care.",
abstract = "Calls for greater collaboration between professionals in health and social care have led to pressures to move towards interprofessional education at both pre- and postregistration levels. Whilst this move has evolved out of {\textquoteleft}common sense{\textquoteright} demands, such a multiple systems approach to education does not fit easily into existing traditional disciplinary frameworks and there is, as yet, no proven theoretical framework to guide its development. What is more, it lacks a clear causality and predictability and therefore does not fit easily into traditional scientific frameworks with their focus on analysis, prediction and control. This article considers how complexity theory, with its focus on connectivity, diversity, self-organization, and emergence, can provide interprofessional education with a coherent theoretical foundation, freeing it from the constraints of a traditional linear framework, enabling it to be better understood, questioned and challenged as a new paradigm of learning.",
keywords = "collaboration and partnership, complexity theory, evidence-base, interprofessional education, policy",
author = "Helen Cooper and Suzy Braye and Robert Geyer",
year = "2004",
month = dec,
doi = "10.1111/j.1473-6861.2004.00076.x",
language = "English",
volume = "3",
pages = "179--189",
journal = "Learning in Health and Social Care",
issn = "1473-6853",
number = "4",

}

RIS

TY - JOUR

T1 - Complexity and interprofessional care.

AU - Cooper, Helen

AU - Braye, Suzy

AU - Geyer, Robert

PY - 2004/12

Y1 - 2004/12

N2 - Calls for greater collaboration between professionals in health and social care have led to pressures to move towards interprofessional education at both pre- and postregistration levels. Whilst this move has evolved out of ‘common sense’ demands, such a multiple systems approach to education does not fit easily into existing traditional disciplinary frameworks and there is, as yet, no proven theoretical framework to guide its development. What is more, it lacks a clear causality and predictability and therefore does not fit easily into traditional scientific frameworks with their focus on analysis, prediction and control. This article considers how complexity theory, with its focus on connectivity, diversity, self-organization, and emergence, can provide interprofessional education with a coherent theoretical foundation, freeing it from the constraints of a traditional linear framework, enabling it to be better understood, questioned and challenged as a new paradigm of learning.

AB - Calls for greater collaboration between professionals in health and social care have led to pressures to move towards interprofessional education at both pre- and postregistration levels. Whilst this move has evolved out of ‘common sense’ demands, such a multiple systems approach to education does not fit easily into existing traditional disciplinary frameworks and there is, as yet, no proven theoretical framework to guide its development. What is more, it lacks a clear causality and predictability and therefore does not fit easily into traditional scientific frameworks with their focus on analysis, prediction and control. This article considers how complexity theory, with its focus on connectivity, diversity, self-organization, and emergence, can provide interprofessional education with a coherent theoretical foundation, freeing it from the constraints of a traditional linear framework, enabling it to be better understood, questioned and challenged as a new paradigm of learning.

KW - collaboration and partnership

KW - complexity theory

KW - evidence-base

KW - interprofessional education

KW - policy

U2 - 10.1111/j.1473-6861.2004.00076.x

DO - 10.1111/j.1473-6861.2004.00076.x

M3 - Journal article

VL - 3

SP - 179

EP - 189

JO - Learning in Health and Social Care

JF - Learning in Health and Social Care

SN - 1473-6853

IS - 4

ER -