Theories, relationships and interprofessionalism: learning to weave

Area of Science:

• Healthcare Education
• Social Sciences
• Complexity Theory

Background:

• Interprofessional education (IPE) and collaborative interprofessional care (IPC) require robust theoretical underpinnings.
• Existing theoretical frameworks offer insights but may not fully capture the complexities of interprofessional learning and practice.

Purpose of the Study:

• To illustrate the application of diverse theoretical frameworks in guiding IPE and IPC initiatives.
• To develop a "theoretical toolbox" for educators and clinicians to enhance interprofessional learning and collaboration.

Main Methods:

• Review and integration of multiple theoretical frameworks, including relational competencies, knotworking, targeted tension, and situational awareness.
• Application of arts, humanities, and complexity theory to foster relationship-building in learning environments.

Main Results:

• A synthesized approach combining principles from various theories provides a broader understanding of interprofessional dynamics.
• Development of creative learning activities for diverse interprofessional learners and clinicians.

Conclusions:

• Integrating diverse theoretical frameworks enhances the effectiveness of interprofessional education and collaborative practice.
• The "theoretical toolbox" offers valuable resources for advancing interprofessional learning and fostering better collaboration in healthcare settings.