Hood Rick, Price Jayne, Sartori Daniele, Maisey Daryl, Johnson Jessica, Clark Zoe
a Faculty of Health, Social Care and Education, Kingston University and St. George's , University of London , London , UK.
J Interprof Care. 2017 Nov;31(6):705-713. doi: 10.1080/13561820.2017.1329199. Epub 2017 Sep 6.
This article reports on an empirical study of the expertise that different professionals develop in working together to safeguard children. The research involved three key professional groups who work with children: nursing, teaching, and social work. The methodology used a clinical scenario and critical incident to explore professional perspectives and experiences of collaboration. Data collection was via semi-structured interviews with a sample of 18 practitioners, composed of pre- and post-qualifying practitioners from each professional group. Data analysis was undertaken through an inductive process, with open coding of transcripts followed by the synthesis of themes into a qualitative framework. The findings identified different elements of interprofessional expertise including assessment and decision-making, responsibility, risk and uncertainty, managing relationships, and dealing with conflict and difficulty. Collaborative activity was found to be shaped by the threshold between statutory and non-statutory services and mediated by the relationship between practitioners and parents. The article concludes by exploring constraints and opportunities for addressing potential gaps in interprofessional expertise in this area.
本文报道了一项关于不同专业人员在共同努力保护儿童方面所形成的专业技能的实证研究。该研究涉及与儿童打交道的三个关键专业群体：护理、教学和社会工作。研究方法采用临床情景和关键事件来探究专业合作的观点和经验。数据收集通过对18名从业者进行半结构化访谈进行，这些从业者来自每个专业群体，包括资格前和资格后的从业者。数据分析通过归纳过程进行，先对访谈记录进行开放式编码，然后将主题综合成一个定性框架。研究结果确定了跨专业技能的不同要素，包括评估与决策、责任、风险与不确定性、关系管理以及冲突与困难处理。研究发现合作活动受到法定服务和非法定服务之间界限的影响，并由从业者与家长之间的关系调节。本文最后探讨了弥补该领域跨专业技能潜在差距的制约因素和机会。
