Healthcare Teamwork
Interprofessional Practice and Education, 2nd Edition
by Theresa J.K. Drinka, PhD, and Phillip G. Clark, ScD
June 2016, 314pp, 6 1/8x9 1/4
1 volume, Praeger

Hardcover: 978-1-4408-3509-4
$75, £58, 66€, A103
Paperback: 978-1-4408-4536-9
$45, £35, 40€, A62
eBook Available: 978-1-4408-3510-0
Please contact your preferred eBook vendor for pricing.

Interprofessional teamwork is the only way to ensure accurate, safe, and cost-effective care for complex and costly illnesses.

Both comprehensive and accessible, this is an ideal resource for anyone who plans to teach or practice integrated, cost-effective healthcare in the 21st century.

Currently, there is no coordinated system for training health-profession students to address the needs of patients with complex illnesses, nor is there a coordinated system for effectively delivering care to these patients. This book explores both sides of the problem, bringing interprofessional practice and education together to show how they are complementary—and how they can be integrated to provide better care.

In many respects, this book is a personal account of the authors’ experience with interprofessional teamwork and education over the past 40 years. It discusses what works and what doesn’t and includes interviews, examples, and case studies that illustrate the perspectives of healthcare professionals, patients, and caregivers. This second edition illuminates ways in which today’s business model has changed interprofessional healthcare team practice and education, and it examines the needs of patients relative to healthcare teams and practitioner education. An entire chapter is devoted to the patient’s position as both teacher and learner in relation to the team. The theoretical foundations of practice and education are highlighted, but the book also shares models that can be used for the practical development of programs.


  • Explores the complexities of interprofessional teamwork and education, addressing both practice and teaching
  • Discusses how patients are affected by healthcare providers who do not function as a cohesive team and looks at the patient's role in teamwork
  • Offers a detailed model of interprofessional teamwork based on the authors' experience with a long-term, well-functioning interprofessional healthcare team
  • Uses illustrative narratives and case studies to provide examples of the concepts and principles presented
  • Includes a chapter based on interviews with patients and their caregivers to highlight experiences with functional and dysfunctional teams
  • Presents new topics, such as critical areas of practice (primary care, long-term care, and transitions of care); ethical issues in teamwork; educational theory; the use of narrative; and challenges in sustaining interprofessional education
Theresa J K. Drinka, PhD, MSSW, LCSW, is president of Drinka Consulting and Training, a consulting and training business for human systems analysis and team development in healthcare systems. She formerly was director of interprofessional team training and associate director of the Geriatric Research Education and Clinical Center at the William S. Middleton Memorial Veterans Hospital, Madison, WI, developing and administering interprofessional clinical and educational programs and performing clinical social work and research at the University of Wisconsin and the Department of Veterans Affairs. Drinka was instrumental in developing clinical assessment, training, and team-evaluation methodologies, including Team Signatures®, a technology to help consultants evaluate the system dynamics of teams. She is coauthor of the award-winning Stung by "B"s: A Storybook on How to Recognize and Survive Venomous Behaviorsand has also written articles and book chapters on self-directed work teams, mental health, interprofessional healthcare teams, and patient assessment instruments.

Phillip G. Clark, ScD, is professor and director of both the Program in Gerontology and the Rhode Island Geriatric Education Center at the University of Rhode Island. He was awarded a doctorate in public health from Harvard University in 1979 and, during 1980–1981, was a post-doctoral fellow in ethics and public policy at Wesleyan University. He has served as a visiting professor at the Universities of Guelph and Toronto in Canada as well as at the University of Huddersfield and Bournemouth University in England, and he was a Fulbright Scholar at Buskerud University College in Norway. His experience includes teaching healthcare teamwork, developing interprofessional healthcare research and demonstration projects, and consulting on interprofessional educational development and evaluation in the United States, Canada, and Europe. His work has been published in The Gerontologist, Canadian Journal on Aging, Journal of Aging Studies, Ageing & Society, Educational Gerontology, Gerontology and Geriatrics Education, and the Journal of Interprofessional Care. Clark has been principal investigator or co-investigator on more than $17 million in grants and is a fellow of the Gerontological Society of America and the Association for Gerontology in Higher Education.


“Drinka and Clark have provided an extremely readable and authoritative work on healthcare teams. Their thoughtful analysis of the underlying value differences between business and healthcare, and how this has stymied broader implementation of healthcare teams, is a sobering reflection on the disparate motivations that have brought healthcare in the United States to its current, expensive, yet dysfunctional, state. This new edition is a must-read for clinicians of all disciplines and in all settings who are committed to delivering quality care."—Kenneth Shay, DDS, MS, Director of Geriatric Programs, Geriatrics and Extended Care Services (10P4G), U.S. Department of Veterans Affairs

“Interprofessional collaborative teamwork is a major outcome of interprofessional education. Drinka and Clark tackle this complex and complicated topic with insights and wisdom accumulated over their long careers in teaching and investigating the relationships between the various parts. I highly recommend this book as a major resource for interprofessional education and collaborative practice."—Dr. John H.V. Gilbert, Senior Scholar, WHO Collaborating Centre on Health Workforce Planning & Research, Dalhousie University, Founding Chair, Canadian Interprofessional Health Collaborative; Professor Emeritus, University of British Columbia

“The validation of interprofessional teams, the essential steps to high-performing teams, and the complex infrastructure to sustain such teams are explained. So many thoughts and observations I’ve struggled to explain through the years of working in such teams are finally explained with careful guidance on how to overcome common issues.”—Michelle A. Fritsch, PharmD, CGP, BCACP/Meds MASH, LLC

“Drinka and Clark bring extraordinary expertise and experience to this topic. Together, their knowledge of teams spans the experience of healthcare professionals from basic education through advanced practice in real life. Using their ability to look back on decades of interprofessional education and practice and critically analyze it, the authors are able to look at today’s healthcare environment and raise issues, concerns, and opportunities challenging those who must practice with other health professionals creatively and effectively in an increasingly complex environment."—Ruth Ann Tsukuda, EdD, MPH, RN, Associate Director for Education, VA VISN 20 Pacific Northwest Mental Illness Research Education and Clinical Center, VA Portland Health Care System
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