DEVELOPING EMPATHIC RESONANCE IN INTER-PROFESSIONAL EDUCATION & PRACTICE

  • G. J Whitehead London Metropolitan University, School of Social Professions, United Kingdom
Keywords: inter-professional education, inter-professional practice, empathic resonance, INSPIRE model

Abstract

The challenge of developing effective communication skills for public health professionals is a core requisite of inter-professional education. The World Health Organisation (2010) offered a Framework for action in inter-professional education (IPE) and inter-professional practice (IPP) which promoted ongoing collaborative practice as a key strategy to enhance patient outcomes in order to develop a practice-ready health workforce. This initiative has seen significant developments in practitioner training since this call for action. The implications of this theme impact public health and social care delivery in multi-disciplinary & multi-agency arenas, with vital service outcomes impacted by the quality of teamwork and communication.  This conceptual paper focuses more closely on the crucial components of practitioner communication, with consideration of the value of empathic resonance as a core practitioner skill in inter-professional education and practice. The increased move towards casualisation in the public health workforce also poses a significant contemporary challenge for the profession and can often reflect evidence of communication break-down in professional practice which consequently impacts public health provisions. In previous papers, the author has identified the value of empathic resonance in specific professional practice settings. This enquiry now focuses more closely on public health delivery with consideration of the myriad of factors which can impact and potentially impair effective service delivery and  introduces the INSPIRE model which aims to develop IPE in the curricula of public health courses.

References

Bahnisch (2012) 'Medical Dominance' and the continuing robustness of professional cultures in healthcare: Implications for modes of governance and temporalities of organisational change. TASA Conference, University of Queensland.

Berger,S. Goetz,K,Leowardi-Bauer,C, Schultz,JH, Szecsenyi,J & Mahler,C (2017) Anchoring inter-professional education in undergraduate curricula: TheHeidelberg story Journal of Interprofessional Care 2017, vol. 31, no. 2, 175–179

Bourgeault,I.L.& Grignon,M (2013)A Comparison of the Regulation of Health Professional Boundaries across OECD Countries The European Journal of Comparative Economics Vol. 10, n. 2, pp. 199-223 ISSN 1824-2979

Frenk, J, Chen,L., Bhutta.Z.A, Cohen.J, Crisp.N, Evans.T, Fineberg,H.. (2010). Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet 376(9756): 1923-1958.

Grant RW, Finnocchio LJ, and the California Primary Care Consortium Subcommittee on Interdisciplinary Collaboration. (1995). Interdisciplinary Collaborative Teams in Primary Care: A Model Curriculum and Resource Guide. San Francisco, CA: Pew Health Professions Commission.

Inter-professional Education Collective IPEC(2016) Core Competencies for inter-professional collaborative

Practice. Available at: https://aamc-meded.global.ssl.fastly.net/production/media/filer_public/70/9f/709fedd7-3c53-492c-b9f0-b13715d11cb6/core_competencies_for_collaborative_practice.pdf (accessed 21/01/19)

Lee,C.T. & Doran,D.M (2017) The Role of Interpersonal Relations in Healthcare Team Communication and Patient Safety: A Proposed Model of Interpersonal Process in Teamwork. Canadian Journal of Nursing Research2017 Jun;49(2):75-93

Taran, S. (2011). An Examination of the Factors Contributing to Poor Communication Outside the Physician-Patient Sphere. McGill Journal of Medicine : MJM, 13(1), 86.

Vermeir, P., Vandijck, D., Degroote, S., Peleman, R., Verhaeghe, R., Mortier, E.,Vogelaers, D. (2015). Communication in healthcare: a narrative review of the literature and practical recommendations. International Journal of Clinical Practice, 69(11), 1257–1267. http://doi.org/10.1111/ijcp.12686

Whitehead,G.(2015) Developing Enabling Environments in Practitioner Training. Asia Pacific

Journal of Counselling & Psychotherapy 6:1-2, 80-88, DOI: 10.1080/21507686.2014.1002803

World Health Organisation. (2010). Framework for action on interprofessional education & collaborative practice. Geneva, Switzerland. Available at: http://whqlibdoc.who.int/hq/2010/WHO_HRH_HPN_ 10.3_eng.pdf?ua=1 (Accessed 12/10/18).

World Health Organisation (2013) Interprofessional Collaborative Practice in Primary Health Care: Nursing and Midwifery Perspectives. Human Resources for Health Observer - Issue No. 13 Available at: https://www.who.int/hrh/resources/observer13/en/ (accessed 21/01/19)

Published
2019-05-24
How to Cite
Whitehead, G. J. (2019). DEVELOPING EMPATHIC RESONANCE IN INTER-PROFESSIONAL EDUCATION & PRACTICE. Proceedings of Global Public Health Conference, 2(1), 10-17. https://doi.org/10.17501/26138417.2019.2102