Values-Driven problem-Solving through Inter-professional Education
Duncan Kiige
HSVR 306
Jane Arscott
Values-Driven problem-Solving through Inter-professional Education
Being inter-professional is an acutely self-reflective practice requiring on-going training, education, and professional development (Hammick, Freeth, & Goodsman, 2009). Previous research outcomes have indicated that human service practitioners experience a wide range of challenges in line with their interprofessional collaborative efforts, which in turn impact the overall quality of service. In the recent decades, a wide range of scholars has insisted that the human service industry has various limitations which come as a result of ineffective inter-professional collaborative efforts, and this has impacted social service extensively (Rose, 2011). As a solution, this essay presents inter-professional education as a fundamental factor, which fosters the ability to implement value-driven strategies in line with the overall decision-making process. Interprofessional education is an acutely self-reflective practice requiring training and professional development, and it adds value by ensuring that human service providers are equipped with the skills and abilities to work together proficiently.
Healthcare and social care professionals productivity are usually impacted by challenges which they face within interprofessional coordination and collaboration. The collaborative efforts within the inter-professional frameworks have not reached their functionality potential (Hasenfeld & Paton, 1983). Therefore, scholars and policy-makers within the healthcare industry have invested in the extensive study of inter-professional education in a bid to solve these failures. Being inter-professional is an acutely self-reflective practice requiring on-going training, education, and professional development. Concerning the organizational workforce, inter-professional school outlines that improvement in the productive powers of humankind comes from the division of labour (Bornstein, 2019). Division of work is not as active as it should be, due to the full range of social challenges, for instance, drug addiction, mental illness and poverty, but inter-professional education provides expert solutions. As long as implementation is appropriate, inter-professional knowledge will add value by ensuring that human service providers are equipped with the skills and abilities to work together proficiently, in a bid to provide high-quality services.
Sufficient understanding of inter-professional education deserves the acknowledgement of the complexity that exists in daily practice (Reeves, 2010). Secondly, there must be a relation to real-life inter-professional collaborative challenges in various organizations. Then, it is followed by an efficient illustration of the role of inter-professional education as a value-driven problem-solving strategy. Interprofessional knowledge adds value by ensuring that human service providers are equipped with the skills and abilities to work together proficiently. What is more, social service providers can relate to a wide range of limitations which challenge their inter-professional coordination efforts, which in turn impact their commitment (Hopkins & Meyer, 2019). Also, the collaborative efforts within the inter-professional frameworks have not reached their functionality potential; therefore, scholars and a wide range of policy-makers within the human service industry have invested in the extensive study of inter-professional education in a bid to eliminate these failures.
According to studies, healthcare and social care professionals productivity are usually impacted by challenges which they face within interprofessional coordination and collaboration. The success of this study was primarily driven by interprofessional education, and this indicates its importance in outlining various aspects that are related to the success of collaboration and coordination within the organization. Human service today is complex and multifaceted. As a result, this concept analysis focuses on the aspects of interprofessional education by developing an operational definition that fits a wide range of disciplines and improves clarity and understanding of inter-professional knowledge. All in all, as long as inter-professional educational resources are implemented efficiently into the scholarly curricular and real-life settings, value-added outcomes can foster highly integrated teams and optimize collaborative problem-solving initiatives. Besides, inter-professional education is applicable in a wide range of human service sector; for instance, sufficient healthcare provision and division of labour.
Concerning healthcare, inter-professional education develops the operational definition of healthcare in such a way that it fits a wide range of medical disciplines; what is more, it illustrates common goals. And this adds value by minimizing conflicts of misinterpretation. Within the healthcare industry, inter-professional education adds value to the solving process since it enables two or more professionals to learn about, from, and with each other to enable effective collaboration and improve health outcomes. Also, this education develops interactive and interpersonal skills. And it is essential since it results in proficient information exchange and collaborative process between healthcare practitioners, patients and patients’ families. In the first year and twelve years into their career, 25 professionals in the human service industry were studied by utilizing in-depth biographical interviews concerning their careers and personal lives (Cherniss, 1991). In the long run, the researchers concluded that age, attitude toward life, and job satisfaction were positively correlated with career commitment (Rowland, 2011).
Inter-professional education defines aspects of commitment and productivity concerning labour division (Spector, 1985). In the long run, it illustrates solutions to various challenges that affect labour; for instance, drug addiction, mental illness and poverty. Today, robots that can relate socially are expected to add value to human service and productivity. However, to ensure the correlation between human beings and robots is successful, there must be positive user experience (Alenljung, Lindblom, Andreasson & Ziemke, 2019). Given the extensive development of technology today, inter-professional education adds value to problem-solving initiatives by illustrating the codependency between human beings and robots in ensuring social service is more efficient. One crucial outcome of inter-professional education is the breadth and depth of knowledge of program content. And this entails the capability to implement disciplinary expertise in real-life situations.
Inter-professional education ensures proficient understanding of the theoretical concepts that are related to social service agencies and how they should expand their frameworks to ensure it covers isolated needs, unemployment and other vital services in a bid to foster social well-being. Inter-professional education encourages critical thinking to understand human service challenges, problem-solving, and proficient decision-making processes. And this is the ability to interpret and follow policies; thereby, implementing them professionally. Interprofessional education is an acutely self-reflective practice requiring training and professional development, and it adds value by ensuring that human service providers are equipped with the skills and abilities to work together proficiently.
Conclusion
In recent decades a wide range of scholars has insisted that the human service industry has various limitations which come as a result of ineffective inter-professional collaborative efforts, and this has impacted social service extensively. The collaborative efforts within the inter-professional frameworks have not reached their functionality potential; therefore, scholars and a wide range of policy-makers within the healthcare industry have invested in the extensive study of inter-professional education in a bid to solve these failures. Interprofessional education is an acutely self-reflective practice requiring training and professional development, and it adds value by ensuring that human service providers are equipped with the skills and abilities to work together proficiently. Within the healthcare industry, inter-professional education adds value to the solving process since it enables two or more professionals to learn about, from, and with each other to enable effective collaboration and improve health outcomes. Also, given the extensive development of technology today, inter-professional education adds value to problem-solving initiatives by illustrating the codependency between human beings and robots in ensuring social service is more efficient. Inter-professional culture fosters critical thinking to understand the aspects of human service, in line with proficient decision-making processes and professional application.
References
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