HS810-7-SP-CO:
Interprofessional Collaboration and Development
2024/25
Health and Social Care (School of)
Colchester Campus
Spring
Postgraduate: Level 7
Current
Monday 13 January 2025
Friday 21 March 2025
15
14 February 2024
Requisites for this module
(none)
(none)
(none)
(none)
(none)
MSC B93024 Occupational Therapy (Pre-Registration)
This module introduces learners to the concept of learning together to promote collaboration in healthcare.
Learners are encouraged to work together in interprofessional teams to learn about other professions, enhance interprofessional communication and promote interprofessional team working.
The emphasis is on person centred care, the team around the service user and the potential to enhance outcomes through collaborative working.
Learners are encouraged to critically consider current policy drivers, research evidence and reflections on personal observations of healthcare to understand barriers and opportunities for team working.
The module seeks to begin to develop reflective team workers who understand the value of collaborative working and seek to incorporate this in their further professional development.
This module aims to introduce learners to the concept of learning together to promote collaboration for current and future academic and clinical practice.
The module aims to develop reflective team workers who understand the value of collaborative working and seek to incorporate this in their further professional development.
On successful completion of this module, the learner will be able to:
Critically evaluate aspects of professionalism which contribute to effective collaborative practice
Critically appraise the need for service users to be part of the interprofessional team.
Critically evaluate and reflect upon the process of collaboration and the impact it has upon interprofessional working.
Critically evaluate and reflect upon the impact of personal, professional and societal beliefs upon inter-professional practice
Evaluate the impact of service user needs on inter-professional practice
Critically discuss political, legal and ethical issues which influence inter-professional practice
Learners are encouraged to work together in interprofessional teams to learn about other professions, enhance interprofessional communication and promote interprofessional team working.
The emphasis is on person centred care, the team around the service user and the potential to enhance outcomes through collaborative working.
Learners are encouraged to critically consider current policy drivers, research evidence and reflections on personal observations of healthcare to understand opportunities and barriers for team working.
Indicative Content
Barriers to and opportunities for team working
Reflective practice for lifelong learning and collaboration
Professional roles and responsibilities
Interprofessional study skills
The service user as a team member
Respect, care and compassion in healthcare
NHS Constitution (Core values and beliefs)
This module combines the use of lectures to introduce topics, interactive lectures and workshops to facilitate team working and learning and to enable learners to critically appraise their learning throughout delivery using reflective practice.
The fixed resource sessions consist of interactive seminars which will include lectures, discussion of course text and class based workshops.
There is an expectation that learners undertake independent learning to support and embed learning in line with the module aims and objectives. This includes, but is not limited to, study focused on producing work for small group activities, preparing for group discussions and assessed tasks.
Interprofessional collaboration and learning is undertaken on individual programme placements.
Resources are available through Moodle and these include teaching material, online discussion forums and quizzes. Journals and e books are available through the university library.
Professionalism resources and inter-professional working strategies guidance resources can be accessed online via HCPC, respective professional body
and DoH websites.
Additionally learners are encouraged to explore, via websites of patient organisations in the third sector the requirements for inter-professional working through listening to the patient voice and perspective.
Learners are encouraged to access individual or small group tutorial support for areas of difficulty. Academic staff make themselves available for tutorial support by appointment.
Learners are advised to take tutorial advice from the module lead and marking tutors in relation to module content and assessment, and their allocated personal tutor for more general advice
A core component of this module is the development of communication, reflection and teamwork skills through small inter-professional group working. Learners are expected to reflect upon their learning and skill development throughout the module during individual, personal study time.
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Granheim, B., Shaw, J. and Mansah, M. (2018) ‘The use of interprofessional learning and simulation in undergraduate Nursing programs to address interprofessional communication and collaboration: An integrative review of the literature’,
Nurse Education Today, 62, pp. 118–127. Available at:
https://www-sciencedirect-com.uniessexlib.idm.oclc.org/science/article/pii/S0260691717303192?via%3Dihub.
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Morgan, C.J. (2017) ‘Graduates’ development of interprofessional practice capability during their early socialisation into professional roles’,
Journal of Interprofessional Care, 31(4), pp. 438–445. Available at:
https://doi.org/10.1080/13561820.2017.1295029.
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Cook, K. and Stoecker, J. (2014) ‘Healthcare Student Stereotypes: A Systematic Review with Implications for Interprofessional Collaboration’,
Journal of Research in Interprofessional Practice and Education, 4(2). Available at:
https://doi.org/10.22230/jripe.2014v4n2a151.
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Baxter, S.K. and Brumfitt, S.M. (2008) ‘Professional differences in interprofessional working’,
Journal of Interprofessional Care, 22(3), pp. 239–251. Available at:
https://doi.org/10.1080/13561820802054655.
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Bokhour, B.G. (2006) ‘Communication in interdisciplinary team meetings: What are we talking about?’,
Journal of Interprofessional Care, 20(4), pp. 349–363. Available at:
https://doi.org/10.1080/13561820600727205.
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Susan A Nancarrow (2013) ‘Ten principles of good interdisciplinary team work’,
Human Resources for Health, 11(1). Available at:
https://human-resources-health.biomedcentral.com/articles/10.1186/1478-4491-11-19.
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O’Carroll, V., McSwiggan, L. and Campbell, M. (2016) ‘Health and social care professionals’ attitudes to interprofessional working and interprofessional education: A literature review’,
Journal of Interprofessional Care, 30(1), pp. 42–49. Available at:
https://doi.org/10.3109/13561820.2015.1051614.
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Tannenbaum, S.I.
et al. (2020) ‘Managing teamwork in the face of pandemic: evidence-based tips’,
BMJ Quality & Safety [Preprint]. Available at:
https://doi.org/10.1136/bmjqs-2020-011447.
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Clark, P.G. (2014) ‘Narrative in interprofessional education and practice: implications for professional identity, provider–patient communication and teamwork’,
Journal of Interprofessional Care, 28(1), pp. 34–39. Available at:
https://doi.org/10.3109/13561820.2013.853652.
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Cutler, S.
et al. (2019) ‘Are interprofessional healthcare teams meeting patient expectations? An exploration of the perceptions of patients and informal caregivers’,
Journal of Interprofessional Care, 33(1), pp. 66–75. Available at:
https://doi.org/10.1080/13561820.2018.1514373.
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Maddock, B., Darzinš, P. and Kent, F. (2023) ‘Realist review of interprofessional education for health care students: What works for whom and why’,
Journal of Interprofessional Care, 37(2), pp. 173–186. Available at:
https://doi.org/10.1080/13561820.2022.2039105.
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Wright, R. (2018)
Dear Professionals... Born at the Right Time. Available at:
https://www.bornattherighttime.com/2018/10/07/dear-professionals/.
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Fox, A. and Reeves, S. (2015) ‘Interprofessional collaborative patient-centred care: a critical exploration of two related discourses’,
Journal of Interprofessional Care, 29(2), pp. 113–118. Available at:
https://doi.org/10.3109/13561820.2014.954284.
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Anderson, E.S., Ford, J. and Thorpe, L. (2019a) ‘Perspectives on patients and carers in leading teaching roles in interprofessional education’,
Journal of Interprofessional Care, 33(2), pp. 216–225. Available at:
https://doi.org/10.1080/13561820.2018.1531834.
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Beresford, P. (no date)
User involvement in professional education and learning (Part One). Shaping Our Lives. Available at:
https://shapingourlives.org.uk/report/user-involvement-in-professional-education/.
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Clark, P.G., Cott, C. and Drinka, T.J.K. (2007) ‘Theory and practice in interprofessional ethics: A framework for understanding ethical issues in health care teams’,
Journal of Interprofessional Care, 21(6), pp. 591–603. Available at:
https://doi.org/10.1080/13561820701653227.
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MacNaughton, K., Chreim, S. and Bourgeault, I.L. (2013) ‘Role construction and boundaries in interprofessional primary health care teams: a qualitative study’,
BMC Health Services Research, 13(1). Available at:
https://doi.org/10.1186/1472-6963-13-486.
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Black Lives Matter: An update on the RCSLT’s diversity and anti-racism work (2020). RCSLT. Available at:
https://www.rcslt.org/news/rcslt-update-on-anti-racism-and-diversity-work.
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Equity, diversity and belonging - RCOT (no date). Available at:
https://www.rcot.co.uk/equity-diversity-and-belonging.
The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's
reading list.
Assessment items, weightings and deadlines
| Coursework / exam |
Description |
Deadline |
Coursework weighting |
| Coursework |
Critical and Reflective Assignment |
23/04/2025 |
80% |
| Practical |
Group Presentations |
10/02/2025 |
20% |
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Reassessment
Module supervisor and teaching staff
Dr Analisa Pais, email: ap21904@essex.ac.uk.
Mrs Tracey Williams-Macklin, email: tswill@essex.ac.uk.
Tracey Williams-Macklin, Analisa Marie Pais, Stacey-Anne Penny
hscoccupationaltherapyadmin@essex.ac.uk
No
No
No
Dr Sunny Chan
UWE Bristol
Senior Lecturer
Available via Moodle
Of 192 hours, 189 (98.4%) hours available to students:
3 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s), module, or event type.
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