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In: Materials & Design, Volume 49, p. 536-544
In: Materials & Design, Volume 43, p. 153-160
In: Materials & Design, Volume 32, Issue 3, p. 1427-1434
In: Crisis Management in the European Union, p. 127-138
In: Crisis Management in the European Union, p. 157-167
In: Materials & Design (1980-2015), Volume 52, p. 602-608
In: Materials & Design, Volume 37, p. 435-442
In: Materials & Design, Volume 32, Issue 6, p. 3645-3653
In: Ecological Studies : Analysis and Synthesis Volume 148
In: Uppländska domböcker 4
In: Materials and design, Volume 128, p. 231-240
ISSN: 1873-4197
In: Action research, Volume 15, Issue 2, p. 177-197
ISSN: 1741-2617
The complexity of modern interdisciplinary health care practices, where different specialties work together to solve complex problems, challenges traditional approaches to organizational development and quality improvement. An example of this is surgery. This article describes and evaluates an action-oriented method to facilitate organizational development and innovation at an operating unit, centered on interprofessional aspects of health care, a method that shares some features with action learning. At its core the method had a group with members from all specialties in an operating team, who participated in regular meetings facilitated by a process leader, according to experiential learning principles. The group was evaluated using mixed methods (including interaction process analysis (IPA)), of which video recorded group meetings and interviews constituted the main sources of data. Results showed that the group achieved a successful organizational change. Indications of the success of the group process were the low level of conflicts and the high level of task focus. Interprofessional boundaries appeared to be bridged as all members participated in formulation of both problems and solutions while not being afraid to voice different opinions. Problems could be attributed to lack of awareness of the group at the operating unit at which the intervention took place.
In: Journal of social work education: JSWE, Volume 54, Issue 3, p. 585-590
ISSN: 2163-5811