Curricula

Objectives

You are able to:
- Explain the client’s needs as the starting point for multidisciplinary networking
- Assess/describe/support the client’s role in multidisciplinary networks
- Describe multidisciplinarity as action that brings together and crosses the borders of different administrative sectors and disciplines
- Identify different ways of working and working methods when working in multidisciplinary networks
- Compare different forms of cooperation
- Describe the processes of networking and apply them in your own work
- Apply the theoretical principles of multidisciplinary networking when working in a multidisciplinary team/network

Content

The course discusses the theoretical principles and methodological starting points of multidisciplinary networking and examines the client’s role as part of multidisciplinary and reciprocal networking. The course addresses the conceptual differences in multi-party collaboration and the ways how multiprofessional, multidisciplinary and interdisciplinary collaboration appears in practice. The course explores the relationship between different operating practices and the degree of trust in networking based on current research.

Time and location

Online studies or studification of work.
On January Sarana education and exercises (8h)

Learning materials and recommended literature

Dialogical Meetings in Social Networks (The Systemic Thinking and Practice Series) Paperback – 31 Dec. 2006
by Tom Erik Arnkil (Author)

D'Amour Danielle; Beaulieu Marie-Dominique; Ferrada-Videla Marcella Rodriguez Letica San Martin. The conceptual basis for interprofessional collaboration: Core concepts and theoretical frameworks. Journal of Interprofessional Care, 2005, Vol. 19, No. s1 : Pages 116-131.

Dow, A. W., Zhu, X., Sewell, D., Banas, C. A., Mishra, V., & Tu, S. P. (2017). Teamwork on the rocks: Rethinking interprofessional practice as networking.

Reeves, S., Lewin, S., Espin, S. & Zwarenstein, M. 2010. Promoting Partnership for Health: Interprofessional Teamwork for Health and Social Care. Chichester, West Sussex: Blackwell. Pages 1-12 and 39-76.

Reeves, S., Xyrichis, A., & Zwarenstein, M. (2018). Teamwork, collaboration, coordination, and networking: Why we need to distinguish between different types of interprofessional practice.

Reeves, S., Pelone, F., Harrison, R., Goldman, J., & Zwarenstein, M. (2017). Interprofessional collaboration to improve professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews, (6).

Eriksson, E., Arnkil, T.E. (2009). Taking up One's worries. A handbook on early dialogue. Gummerus Printing. Jyväskylä.

Seikkula, J. et all. 2006.Open Dialogue study.

Barrett, G., Sellman, D. & Thomas, J. 2005. Interprofessional Working in Health and Social Care. Professional Perspectives. USA: Palgrave Macmillan. Chapter 1-2.

Pollard, K.C.,Thomas, J.& Miers, M. 2010. Understanding Interprofessional Working in Health and Social Care. Theory and Practice. Great Britain: CPI, Antony Rowe.

Behm, J. & Gray, N. 2012. Interdisciplinary Rehabilitation Team.In the book Rehabilitation nursing (ed. Mauk, K.) Jones & Bartlett Learning.LLC, 51-62.

Trodd, L. & Chivers, L. (Edit.). 2011. Interprofessional working in practice. learning and working together for children and families. England: McGrawHill Education.

Teaching methods

The course is organized in the virtual learning environment as online studies. Individual assignment include individual familiarization of given material and an individual essay based on the reference material.

On 24th January you should partizipate in Sarana education and exercises (8 h).

Practical training and working life connections

Sarana co-operation

Exam dates and retake possibilities

No exams

International connections

This course is open also for our exchange students.

Alternative completion methods

Online studies or studification of work

Student workload

Getting familiar with the material: 67 h
Writing an essay (incl. self-evaluation): 54 h
Sarana co-operation: 14 h

Total workload 135 h (5 ects)

Further information for students

In the individual assignment the assessment is based on your essay according to the assessment criteria as well as based on your self evaluation.

Sarana co-operation will be carried out in Finnish.

5 places for exhange students.

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

1 (Below average)
The student demonstrates to have reached the learning objectives of the course on a basic knowledge level. The student ´s written assignments contain essential information of the theoretical basis and methods of multidisciplinary networking. The student utilizes sources in his/her assignments.

2 (Satisfactory level)
The student demonstrates to have reached the learning objectives of the course on a satisfactory level. The student demonstrates modest capabilities to describe the subjects of the course and he/she utilizes sources very little in his/her assignments.

Evaluation criteria, good (3-4)

3 (Good)
The student demonstrates to have reached the learning objectives of the course on a good level. The student’s written assignments demonstrate a well-structured knowledge of the theoretical basis and methods of multidisciplinary networking. The student utilizes source materials and applies and illustrates experience-based knowledge in his/her assignments.

4 (Very good)
The student demonstrates to have reached the learning objectives of the course on a very good level. The student’s written assignments demonstrate very diverse and well-structured knowledge of the theoretical basis and methods of multidisciplinary networking. The student utilizes source materials and experience-based knowledge critically in his/her assignments and applies and illustrates experience-based knowledge in his/her assignments.

Evaluation criteria, excellent (5)

5 (Excellent)
The student demonstrates to have reached the learning objectives of the course on an excellent level. The student’s written assignments demonstrate extremely diverse and well-structured knowledge of the theoretical basis and methods of multidisciplinary networking.
The student utilizes source materials and experience-based knowledge broadly and critically in his/her assignments. He/She brings forth new ideas on how to develop these.