In September 2015 Richard took early retirement from the University of Nottingham and NMC Registration following a varied and distinctive 41year career in nursing and higher education. An active CAIPE member since 1997 in June 2014 appointed Vice Chair for the Centre for the Advancement of Interprofessional Education (CAIPE) and June 2017 elected Chair. He promotes quality collaborative practice through CAIPE with: PSA
There is little published evidence regarding the impact of service-user focused interprofessional... more There is little published evidence regarding the impact of service-user focused interprofessional education in the practice setting. This article reports evaluative case studies of two practice-based interprofessional initiatives, in which service users played a central role. These initiatives formed part of the Trent Universities Interprofessional Learning in Practice (TUILIP) project ( http://tuilip.hwb.shu.ac.uk ), a collaboration between Sheffield Hallam University and the University of Nottingham. Practice settings were an acute mental health service and a community organisation offering care and services to adults with learning disabilities. Interprofessional initiatives were developed by facilitators, and empirically studied at each site. Facilitators, managers, practitioners, students and service users took part in interviews and focus groups to discuss their perceptions of the initiative in their practice setting. The study revealed participants' perceptions of the projects' aims, process and outcomes, factors which facilitated success or proved challenging, and their impact upon individuals, clinical practice and the organisations involved.
Hean, Sarah, Craddock, Deborah, Hammick, Marilyn, O'Halloran, Catherine and Pitt, Richar... more Hean, Sarah, Craddock, Deborah, Hammick, Marilyn, O'Halloran, Catherine and Pitt, Richard (2011) Workshop on the utility of learning theories: exploring the use of learning theories to strengthen interprofessional education programmes. In, EIPEN Conference 2011 - 'Quality of life in ...
In this chapter we revisit the importance of theory in the development of interprofessional clien... more In this chapter we revisit the importance of theory in the development of interprofessional client centred education and practice (IPCEP). We focus specifically on the theoretical underpinnings and development of a workshop model aimed at moving practitioners from atheoretical to theoretical collaborative practice.
Hean, Sarah, Craddock, Deborah, Hammick, Marilyn, O'Halloran, Catherine and Pitt, Richar... more Hean, Sarah, Craddock, Deborah, Hammick, Marilyn, O'Halloran, Catherine and Pitt, Richard (2011) Workshop on the utility of learning theories: exploring the use of learning theories to strengthen interprofessional education programmes. In, EIPEN Conference 2011 - 'Quality of life in ...
Hean, Sarah, Craddock, Deborah, Hammick, Marilyn, O'Halloran, Catherine and Pitt, Richar... more Hean, Sarah, Craddock, Deborah, Hammick, Marilyn, O'Halloran, Catherine and Pitt, Richard (2011) Workshop on the utility of learning theories: exploring the use of learning theories to strengthen interprofessional education programmes. In, EIPEN Conference 2011 - 'Quality of life in ...
Interprofessional curricula have often lacked explicit reference to theory despite calls for a mo... more Interprofessional curricula have often lacked explicit reference to theory despite calls for a more theoretically informed field that illuminates curricular assumptions and justifies curricular practices. To review the contributions of theory to the design, delivery, and evaluation of interprofessional curricula. Four databases were searched (1988-2015). Studies demonstrating explicit and a high-quality contribution of theory to the design, delivery or evaluation of interprofessional curricula were included. Data were extracted against a comprehensive framework of curricular activities and a narrative synthesis undertaken. Ninety-one studies met the inclusion criteria. The majority of studies (86%) originated from the UK, USA, and Canada. Theories most commonly underpinned "learning activities" (47%) and "evaluation" (54%). Theories of reflective learning, identity formation, and contact hypothesis dominated the field though there are many examples of innovative ...
Hean, Sarah, Craddock, Deborah, Hammick, Marilyn, O'Halloran, Catherine and Pitt, Richar... more Hean, Sarah, Craddock, Deborah, Hammick, Marilyn, O'Halloran, Catherine and Pitt, Richard (2011) Workshop on the utility of learning theories: exploring the use of learning theories to strengthen interprofessional education programmes. In, EIPEN Conference 2011 - 'Quality of life in ...
There is little published evidence regarding the impact of service-user focused interprofessional... more There is little published evidence regarding the impact of service-user focused interprofessional education in the practice setting. This article reports evaluative case studies of two practice-based interprofessional initiatives, in which service users played a central role. These initiatives formed part of the Trent Universities Interprofessional Learning in Practice (TUILIP) project ( http://tuilip.hwb.shu.ac.uk ), a collaboration between Sheffield Hallam University and the University of Nottingham. Practice settings were an acute mental health service and a community organisation offering care and services to adults with learning disabilities. Interprofessional initiatives were developed by facilitators, and empirically studied at each site. Facilitators, managers, practitioners, students and service users took part in interviews and focus groups to discuss their perceptions of the initiative in their practice setting. The study revealed participants' perceptions of the projects' aims, process and outcomes, factors which facilitated success or proved challenging, and their impact upon individuals, clinical practice and the organisations involved.
Hean, Sarah, Craddock, Deborah, Hammick, Marilyn, O'Halloran, Catherine and Pitt, Richar... more Hean, Sarah, Craddock, Deborah, Hammick, Marilyn, O'Halloran, Catherine and Pitt, Richard (2011) Workshop on the utility of learning theories: exploring the use of learning theories to strengthen interprofessional education programmes. In, EIPEN Conference 2011 - 'Quality of life in ...
In this chapter we revisit the importance of theory in the development of interprofessional clien... more In this chapter we revisit the importance of theory in the development of interprofessional client centred education and practice (IPCEP). We focus specifically on the theoretical underpinnings and development of a workshop model aimed at moving practitioners from atheoretical to theoretical collaborative practice.
Hean, Sarah, Craddock, Deborah, Hammick, Marilyn, O'Halloran, Catherine and Pitt, Richar... more Hean, Sarah, Craddock, Deborah, Hammick, Marilyn, O'Halloran, Catherine and Pitt, Richard (2011) Workshop on the utility of learning theories: exploring the use of learning theories to strengthen interprofessional education programmes. In, EIPEN Conference 2011 - 'Quality of life in ...
Hean, Sarah, Craddock, Deborah, Hammick, Marilyn, O'Halloran, Catherine and Pitt, Richar... more Hean, Sarah, Craddock, Deborah, Hammick, Marilyn, O'Halloran, Catherine and Pitt, Richard (2011) Workshop on the utility of learning theories: exploring the use of learning theories to strengthen interprofessional education programmes. In, EIPEN Conference 2011 - 'Quality of life in ...
Interprofessional curricula have often lacked explicit reference to theory despite calls for a mo... more Interprofessional curricula have often lacked explicit reference to theory despite calls for a more theoretically informed field that illuminates curricular assumptions and justifies curricular practices. To review the contributions of theory to the design, delivery, and evaluation of interprofessional curricula. Four databases were searched (1988-2015). Studies demonstrating explicit and a high-quality contribution of theory to the design, delivery or evaluation of interprofessional curricula were included. Data were extracted against a comprehensive framework of curricular activities and a narrative synthesis undertaken. Ninety-one studies met the inclusion criteria. The majority of studies (86%) originated from the UK, USA, and Canada. Theories most commonly underpinned "learning activities" (47%) and "evaluation" (54%). Theories of reflective learning, identity formation, and contact hypothesis dominated the field though there are many examples of innovative ...
Hean, Sarah, Craddock, Deborah, Hammick, Marilyn, O'Halloran, Catherine and Pitt, Richar... more Hean, Sarah, Craddock, Deborah, Hammick, Marilyn, O'Halloran, Catherine and Pitt, Richard (2011) Workshop on the utility of learning theories: exploring the use of learning theories to strengthen interprofessional education programmes. In, EIPEN Conference 2011 - 'Quality of life in ...
Chapter in ' Faculty Development in the Health Professions - A focus on Research and Practice Edi... more Chapter in ' Faculty Development in the Health Professions - A focus on Research and Practice Editor Yvonne Steinert
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