In this article, we illustrate the application of a number of theoretical frameworks we have used to guide our work in interprofessional education (IPE) and collaborative interprofessional care (IPC). Although we do not claim to be experts in any one of these theories, each has offered important insights that have broadened our understanding of the complexities of interprofessional learning and practice. We have gained an appreciation for an increasing number of theories relevant to IPE and IPC, and, as a result, we have woven together more key principles from different theories to develop activities for all levels of interprofessional learners and clinicians. We pay particular attention to relational competencies, knotworking/idea dominance, targeted tension and situational awareness. We are now drawing on the arts and humanities and complexity theory to foster relationship-building learning. Evaluation of our endeavors will eventually follow these latter theories for methods that better match the human and social experiences that underpin learning. Our "theoretical toolbox" therefore may be of value to educators who develop and implement creative interprofessional learning activities, as well as clinicians interested in moving toward more effective collaboration.

Additional Metadata
Keywords Evaluation, Interprofessional education, Interprofessional practice, Theories, framework
Persistent URL dx.doi.org/10.3109/13561820.2012.736889
Journal Journal of Interprofessional Care
Citation
Hall, P. (Pippa), Weaver, L. (Lynda), & Grassau, P. (2013). Theories, relationships and interprofessionalism: Learning to weave. Journal of Interprofessional Care, 27(1), 73–80. doi:10.3109/13561820.2012.736889