Nurse Education Today
Volume 30, Issue 3 , Pages 264-270 , April 2010

Identifying common competences in health and social care: An example of multi-institutional and inter-professional working

  • Janet Holt

      Affiliations

    • School of Healthcare, University of Leeds, Leeds LS2 9JT, UK
    • Corresponding Author InformationCorresponding author. Tel.: +44 0113 3431296.
    • ,
  • Catherine Coates

      Affiliations

    • Health Practice Placement Unit, ALPS CETL Teaching Fellow, Leeds Metropolitan University, Leeds LS1 3HE, UK
    • ,
  • Diane Cotterill

      Affiliations

    • York St. John University, York YO31 7EX, UK
    • ,
  • Sara Eastburn

      Affiliations

    • Division of Rehabilitation, School of Human and Health Sciences, University of Huddersfield, Queensgate, Huddersfield HD1 3DH, UK
    • ,
  • Julie Laxton

      Affiliations

    • Faculty of Medicine and Health, University of Leeds, Leeds LS2 9JT, UK
    • ,
  • Helen Mistry

      Affiliations

    • School of Medicine, University of Leeds, Leeds LS2 9NL, UK
    • ,
  • Carol Young

      Affiliations

    • University of Bradford, School of Health Studies, Bradford BD5 0BB, UK

,Accepted 3 September 2009.

References 

  1. Amey MJ, Brown DF. Interdisciplinary collaboration and academic work: a case study of a university–community partnership. New Directions for Teaching and Learning. 2005;102:23–35
  2. Atkinson P, Coffey A. Analysing documentary realities. In:  Silverman D editors. Qualitative Research: Theory, Method and Practice. London: Sage Publications; 2004;
  3. Barr H. Towards a competency-based model for Interprofessional Education. Journal of Interprofessional Care. 1998;12(2):181–187
  4. Barrett G, Keeping C. The processes required for effective interprofessional working. In:  Barrett G,  Sellman D,  Thomas J editor. Interprofessional Working in Health and Social Care. Basingstoke: Palgrave Macmillan; 2005;
  5. Barrett G, Greenwood R, Ross K. Integrating interprofessional education into 10 health and social care programmes. Journal of Interprofessional Care. 2003;17(3):295–301
  6. Billett S, Ovens C, Clemens A, Seddon T. Collaborative working and contested practices: forming, developing and sustaining social partnerships in education. Journal of Education Policy. 2007;22(6):637–656
  7. Bowling A. Research Methods in Health. third ed.. Maidenhead: Open University Press; 2009;
  8. Cabinet Office. Cabinet Code of Practice on Consultation. Better Regulation Executive. London: Crown Copyright; 2005;
  9. Department of Health. The NHS Knowledge and Skills Framework (NHS KSF) and the Development Review Process. London: Department of Health; 2004;
  10. Jackson N, Ward R. A fresh perspective on progress files – a way of representing complex learning and achievement in higher education. Assessment and Evaluation in Higher Education. 2004;29(4):423–449
  11. Juntenen A, Heikkinen E. Lessons from interprofessional e-learning: piloting a care of the elderly module. Journal of Interprofessional Care. 2004;18(3):269–278
  12. Leach MM, Harbin JJ. Psychological ethics codes: a comparison of twenty-four countries. International Journal of Psychology. 1997;32(3):181–192
  13. Management Standards Centre, 2004. National Occupational Standards for Leadership and Management. http://www.management-standards.org.
  14. McPherson K, Headrick L, Moss F. Working and learning together: good quality care depends on it, but how can we achieve it?. Quality in Health Care. 2001;10(2):46–53
  15. McWilliam C, Sangster F. Managing patient discharge to home: the challenges of achieving quality of care. International Journal of Quality in Health Care. 1994;2:147–161
  16. Morison SL, Stewart MC. Developing interprofessional assessment. Learning in Health and Social Care. 2005;4(4):192–202
  17. NHS Institute for Innovation and Improvement, 2006. NHS Leadership Qualities framework. http://www.nhsleadershipqualities.nhs.uk.
  18. NHS Institute for Innovation and Improvement & Academy of Medical Royal Colleges, 2008. Medical Leadership Competency framework. http://www.institute.nhs.uk/assessment_tool/general/leadership_and_doctors.html.
  19. Nursing and Midwifery Council . The NMC Code of Professional Conduct: Standards for Conduct, Performance and Ethics. London: NMC; 2004;
  20. Patton MQ. Qualitative Research and Evaluation Methods. third ed.. London: Sage Publications; 2002;
  21. Ramsden P. Leadership in Higher Education. London: Routledge; 1998;
  22. Reeves S, Freeth D. The London training ward: an innovative interprofessional learning initiative. Journal of Interprofessional Care. 2002;16(1):41–52
  23. Sector Skills Council . Skills for Health and Competency Framework. Bristol: Sector Skills Council; 2002;
  24. Turner P, Sheldon F, Coles C, Mountford B, Hillier R, Radway P, et al. Listening to and learning from the family carer’s story: an innovative approach in interprofessional education. Journal of Interprofessional Care. 2000;14(4):387–395
  25. Verma S, Paterson M, Medves J. Core competencies for health care professionals: what medicine, nursing occupational therapy and physiotherapy share. Journal of Allied Health. 2006;35(2):109–115
  26. Wilkinson S. Focus group research. In:  Silverman D editors. Qualitative Research: Theory, Method and Practice. London: Sage Publications; 2004;

PII: S0260-6917(09)00172-5

doi: 10.1016/j.nedt.2009.09.006

Nurse Education Today
Volume 30, Issue 3 , Pages 264-270 , April 2010

Article Tools

* Image Usage & Resolution