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Interprofessional Education and Collaborative Practice in Health and Social Care: The Need for Transdisciplinary Mindsets, Instruments and Mechanisms

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Transdisciplinary Professional Learning and Practice

Abstract

Interprofessional education and collaborative practice in health and social care have on several occasions been put forward by the World Health Organization as necessary for improving healthcare. Science policy of today strengthens a specialisation drift within disciplines. If we make human health the focus rather than professional identities, then a rethinking of higher education is necessary in which a dynamic interplay should be possible between disciplines.

Following the WHO framework and the European charter of the European Interprofessional Practice & Education Network (EIPEN), politicians, educational leaders and clinical institutions need to join forces in implementing this interprofessional collaboration. A change in mindsets is needed, as well as instruments and mechanisms that underpin the interprofessional and interdisciplinary collaboration, both in science and in clinical interventions. Competence frameworks and tools for assessing and fostering these competences are important, also guidelines and standards for clinical paths in which different professions need to collaborate, and tools making this collaboration more effective such as the shared care planning matrix. The chapter describes the essence of interprofessional collaboration and the role of higher education and governments in this.

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Authors and Affiliations

  1. Artevelde University College and the Faculty of Medicine and Health Sciences of the University of Ghent, Ghent, Belgium

    Andre Vyt

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  1. Andre Vyt
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Correspondence to Andre Vyt .

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Editors and Affiliations

  1. Middlesex University, London, United Kingdom

    Paul Gibbs

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Vyt, A. (2015). Interprofessional Education and Collaborative Practice in Health and Social Care: The Need for Transdisciplinary Mindsets, Instruments and Mechanisms. In: Gibbs, P. (eds) Transdisciplinary Professional Learning and Practice. Springer, Cham. https://doi.org/10.1007/978-3-319-11590-0_6

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