Event Title
Crossing Over: Health Professional Practice With/In Non-Healthcare Settings
Start Date
5-10-2011 9:50 AM
End Date
5-10-2011 9:55 AM
Abstract
Rationale
Nearly all health professionals interact with non‐healthcare systems and settings, across disparate discourses and genres. Although inter‐sector care is necessary and interprofessional practice recommended, challenges exist in the crossing over of healthcare to non‐healthcare. An example of crossing over exists in public education’s Program Development Teams, which require health and non‐health professionals from within and outside the school system to contribute to Individual Education Plan (IEP) development. The IEP is a genre in which health professionals’ recommendations are documented for implementation in educational programming. Conflicts arise when health professionals’ practices are in misalignment with school system structures.
Methodology and Methods
Constructivist grounded theory methodology will be used to develop a theoretical explanation of processes involved in crossing over. We will purposively sample a number of health/non‐health teams from three non‐healthcare settings, beginning with public education. Data collection will include participant observation, intensive interviews, and document review. Constant comparative analysis will enable theorization of the processes of crossing over, with a focus on explication of professionals’ use of tacit knowledge across genres. Rhetorical genre studies will serve as a framework through which to examine the genres of health professional practice with/in non‐healthcare settings.
Expected Impact
A grounded theory of health professional practice with/in non‐healthcare settings will mobilize tacit knowledge to improve health professionals’ capacity to effectively cross over to non‐healthcare settings. The examination of genres may facilitate development of strategies to facilitate communication across disparate discourses that otherwise serve as barriers to effective collaborative care.
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Crossing Over: Health Professional Practice With/In Non-Healthcare Settings
Rationale
Nearly all health professionals interact with non‐healthcare systems and settings, across disparate discourses and genres. Although inter‐sector care is necessary and interprofessional practice recommended, challenges exist in the crossing over of healthcare to non‐healthcare. An example of crossing over exists in public education’s Program Development Teams, which require health and non‐health professionals from within and outside the school system to contribute to Individual Education Plan (IEP) development. The IEP is a genre in which health professionals’ recommendations are documented for implementation in educational programming. Conflicts arise when health professionals’ practices are in misalignment with school system structures.
Methodology and Methods
Constructivist grounded theory methodology will be used to develop a theoretical explanation of processes involved in crossing over. We will purposively sample a number of health/non‐health teams from three non‐healthcare settings, beginning with public education. Data collection will include participant observation, intensive interviews, and document review. Constant comparative analysis will enable theorization of the processes of crossing over, with a focus on explication of professionals’ use of tacit knowledge across genres. Rhetorical genre studies will serve as a framework through which to examine the genres of health professional practice with/in non‐healthcare settings.
Expected Impact
A grounded theory of health professional practice with/in non‐healthcare settings will mobilize tacit knowledge to improve health professionals’ capacity to effectively cross over to non‐healthcare settings. The examination of genres may facilitate development of strategies to facilitate communication across disparate discourses that otherwise serve as barriers to effective collaborative care.