Developing interprofessional learning opportunities for social work, midwifery and early years.
Hingley-Jones, Helen and Bell, Linda and Allain, Lucille (2009) Developing interprofessional learning opportunities for social work, midwifery and early years. In: The Dynamics of Difference: Making it Work, 01 Jul 2009, London, UK.
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Interprofessional working and learning is essentially about finding ways to integrate practice and understanding across professional boundaries; working effectively together in communities of practice, while at the same time retaining professional identities. Our workshop will describe an exercise that we carried out with a mixed group of students including, final year social work students, midwifery students, early years students and some medical students.
The exercise was planned by a mixed group of academics and presented in the form of a case study, acted out as a role play to the students, who were from the various professional groups. The case study raised issues about health, social work and disability. The role play was planned over three stages and after each stage the students had the opportunity to explore ‘the dynamics of difference’ in their reactions to the case and the different professional responsibilities presented.
The aim was to get mixed groups of students to work together in order to reflect on practice and explore the challenges and benefits of working collaboratively. Ninety seven students attended the workshop and many of them completed both a pre and post workshop questionnaire. Through analysing the questionnaires we were able to explore issues regarding interprofessional learning, professional practice and their responses to the role playing exercise.
|Item Type:||Conference or Workshop Item (Other)|
|Additional Information:||Event held at Middlesex University, London.|
|Research Areas:||A. > School of Health and Education > Mental Health, Social Work and Interprofessional Learning|
|Depositing User:||Kathy Mcgowan|
|Date Deposited:||04 May 2010 14:30|
|Last Modified:||05 Mar 2015 15:10|
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