LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Welch, Victoria Carolyn
Languages: English
Types: Doctoral thesis
Subjects: HM, H1
Sure Start Children’s Centres deliver a wide range of services to families with young children. For over a decade an important aspect of Sure Start has been collaborative work involving diverse practitioners, professionals, agencies and organisations. The role of Children’s Centre Teacher (CCT) was established in 2005 with the aim of improving children’s social and cognitive development. This qualitative study examines the experiences of individual CCTs, paying attention to their descriptions of role, their professional identities and how they experience and understand collaborative working.\ud The study uses two methods to collect data, iterative email interviews and personal interviews conducted on a one-to-one basis or in small groups. A total of 15 informants provided data through emails, interviews or both.\ud In terms of role, the study finds that respondents report considerable differences between the centre-based role and that of a classroom teacher. Uncertainty, variability and change pervade their accounts. Despite this it is possible to identify key characteristics of the nature of CCT activity through CCTs’ comparisons of their new role and their previous work. In terms of identity, CCTs clearly position themselves as professionals and place themselves as senior members of the Children’s Centre team. However, identifying the CCT role as a unique profession, teaching specialism or discrete occupation is found to be problematic for a number of reasons. \ud Informants endorse collaborative working, which they describe as part aspiration and part achievement, reporting a mixture of successes and barriers. Children’s Centre Teachers invoke two modes to describe the collaborative work they undertake, the first appears close to traditional models of interprofessional working, the second, which describes the majority of the work they undertake, casts CCTs as advisors and consultants to staff members they see as subordinate. The study also comments on how email interviews might be used in future research.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • ABBOTT, P. and WALLACE, C. (Eds.) (1990) The sociology of the caring professions, London, Falmer.
    • ACKROYD, S., HUGHES, J. and SOOTHILL, K. (1989) Public Sector Services and Their Management. Journal of Management Studies, 26, 603-618.
    • ADAMS, A. and BOND, S. (2000) Hospital nurses' job satisfaction, individual and organizational characteristics. Journal of Advanced Nursing, 32, 536-543.
    • ADLER, P. and KWON, S.-W. (2008) Community, Market and Hierarchy in the Evolving Organisation of Professional Work: The Case of Medicine. IN MUZIO, D., ACKROYD, S. and CHANLAT, J.-F. (Eds.) Redirections in the Study of Expert Labour. Basingstoke, Palgrave Macmillan.
    • ALASZEWSKI, A. and MANTHORPE, J. (1990) Literature Review: The New Right and the Professions. British Journal of Social Work, 20, 237-251.
    • ANNING, A. and BALL, M. (2008) Improving Children's Services, London, Sage.
    • ANNING, A., COTTRELL, D., FROST, N., GREEN, J. and ROBINSON, M. (2010) Developing Multiprofessional Teamwork for Integrated Children's Services: Research, Policy and Practice. Second Edition, Maidenhead, Open University Press.
    • ANTAKI, C. (1994a) Common sense reasoning: Arriving at conclusions or travelling towards them? IN SIEGFRIED, J. (Ed.) The Status of Common Sense in Psychology. Norwood NJ, Ablex.
    • ANTAKI, C. (1994b) Explaining and Arguing, London, Sage.
    • ARGYRIS, C. and SCHÖN, D. A. (1974) Theory in practice: Increasing professional effectiveness, San Francisco, Jossey-Bass.
    • ATKINS, J. (1998) Tribalism, loss and grief: Issues for multiprofessional education. Journal of Interprofessional Care, 12, 303-307.
    • ATWAL, A. (2004) Discharge planning and multidisciplinary teamwork: An interprofessional battlefield? Journal of Interprofessional Care, 18, 79-80.
    • ATWAL, A. and CALDWELL, K. (2003) The problems of interprofessional healthcare practice in hospitals. British Journal of Nursing, 12, 1212.
    • AXELSSON, S. B. and AXELSSON, R. (2009) From territoriality to altruism in interprofessional collaboration and leadership. Journal of Interprofessional Care, 23, 320-330.
    • AXFORD, N., BERRY, V., LITTLE, M. and MORPETH, L. (2006) Developing a Common Language in Children's Services through Research-based Inter-disciplinary Training. Social Work Education, 25, 161-176.
    • BAGLEY, C., ACKERLEY, C. L. and RATTRAY, J. (2004) Social exclusion, Sure Start and organizational social capital: evaluating inter-disciplinary multi-agency working in an education and health work programme. Journal of Education Policy, 19, 595-607.
    • BAKER, L., EGAN-LEE, E., MARTIMIANAKIS, M. A. and REEVES, S. (2011) Relationships of power: Implications for interprofessional education. Journal of Interprofessional Care, 25, 98-104.
    • BALL, S. J. (2003) The teacher's soul and the terrors of performativity. Journal of Education Policy, 18, 215-228.
    • BALLET, K. and KELCHTERMANS, G. (2009) Struggling with workload: Primary teachers' experience of intensification. Teaching and Teacher Education, 25, 1150-1157.
    • BARKHAM, J. (2008) Suitable work for women? Roles, relationships and changing identities of 'other adults' in the early years classroom. British Educational Research Journal, 34, 839-853.
    • BARMBY, P. (2006) Improving teacher recruitment and retention: The importance of workload and pupil behaviour. Educational Research, 48, 247-265.
    • BAUCH, P. A. and GOLDRING, E. B. (1996) Parent involvement and teacher decision making in urban high schools of choice. Urban Education, 31, 403-431.
    • BAXTER, S. K. and BRUMFITT, S. M. (2008a) Benefits and losses: A qualitative study exploring healthcare staff perceptions of teamworking. Quality and Safety in Health Care, 17, 127-130.
    • BAXTER, S. K. and BRUMFITT, S. M. (2008b) Professional differences in interprofessional working. Journal of Interprofessional Care, 22, 239-251.
    • BAYM, N. (1995) From practice to culture on Usenet. IN STAR, S. (Ed.) The Cultures of Computing. Oxford, Blackwell.
    • BECK, J. (2008) Governmental professionalism: Re-professionalising or deprofessionalising teachers in England? British Journal of Educational Studies, 56, 119-143.
    • BECK, J. (2009) Appropriating professionalism: Restructuring the official knowledge base of England's 'modernised' teaching profession. British Journal of Sociology of Education, 30, 3-14.
    • BELLINGER, A. (2010) Studying the landscape: Practice learning for social work reconsidered. Social Work Education, 29, 599-615.
    • BELSKY, J., MELHUISH, E., BARNES, J., LEYLAND, A. H. and ROMANIUK, H. (2006) Effects of Sure Start local programmes on children and families: Early findings from a quasi-experimental, cross sectional study. British Medical Journal, 332, 1476- 1478.
    • BEN-PERETZ, M. (1996) Women as Teachers: Teachers as Women. IN GOODSON, I. F. and HARGREAVES, A. (Eds.) Teachers' Professional Lives. London, Falmer.
    • BEN-ZUR, H. and MICHAEL, K. (2007) Burnout, social support, and coping at work among social workers, psychologists, and nurses. Social Work in Health Care, 45, 63-82.
    • BENNETT, N., WOODS, P., WISE, C. and NEWTON, W. (2007) Understandings of middle leadership in secondary schools: A review of empirical research. School Leadership and Management, 27, 453-470.
    • BERRIDGE, D., DOBEL-OBER, D., HARKER, R. M. and SINCLAIR, R. (2004) More than the sum of its parts? Inter-professional working in the education of looked after children. Children and Society, 18, 179.
    • BEVAN, G. and HOOD, C. (2006) What's measured is what matters: Targets and gaming in the English public health care system. Public Administration, 84, 517-538.
    • BHASKAR, R. (1978) A Realist Theory of Science, Hassocks, Harvester Press.
    • BHASKAR, R. (1989) The Possibility of Naturalism, Hemel Hempstead, Harvester Wheatsheaf.
    • BIESTA, G. (2009) Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21, 33-46.
    • BIGGS, S. (1997) User voice, interprofessionalism and postmodernity. Journal of Interprofessional Care, 11, 195.
    • BLACK, N. and THOMPSON, E. (1993) Obstacles to medical audit: British doctors speak. Social Science and Medicine, 36, 849.
    • BMRB INTERNATIONAL LTD (2007) 2006 Childcare and Early Years Providers Surveys; Children's Centres. London, Department for Children, Schools and Families.
    • BOKHOUR, B. G. (2006) Communication in interdisciplinary team meetings: What are we talking about? Journal of Interprofessional Care, 20, 349-363.
    • BORGATTI, S. P. and CROSS, R. (2003) A relational view of information seeking and learning in social networks. Management Science, 49, 432-445.
    • BOURDIEU, P. (1977) Outline of a theory of practice, Cambridge, Cambridge University Press.
    • BOURN, D. and HAFFORD-LETCHFIELD, T. (2011) The role of social work professional supervision in conditions of uncertainty. International Journal of Knowledge, Culture and Change Management, 10, 41-55.
    • BOYNE, G. A. and CHEN, A. A. (2007) Performance targets and public service improvement. Journal of Public Administration Research and Theory, 17, 455- 477.
    • BRAUN, V. and CLARKE, V. (2006) Using Thematic Analysis in Psychology. Qualitative Research and Psychology, 3, 77-101.
    • BRAYE, S. and PRESTON-SHOOT, M. (1995) Empowering practice in social care, Buckingham, England, Open University Press.
    • BREWER, M. B. and HEWSTONE, M. (2004) Self and Social Identity, Malden MA, Blackwell Pub.
    • BRICMONT, J. (2001) Sociology and Epistemology. IN LÓPEZ, J. and POTTER, G. (Eds.) After Postmodernism; an Introduction to Critical Realism. London, The Athlone Press.
    • BROADBENT, J., DIETRICH, M. and ROBERTS, J. (Eds.) (1997) The end of the professions? The restructuring of professional work, London, Routledge.
    • BROADHURST, K., HALL, C., WASTELL, D., WHITE, S. and PITHOUSE, A. (2010a) Risk, instrumentalism and the humane project in social work: Identifying the informal logics of risk management in children's statutory services. British Journal of Social Work, 40, 1046-1064.
    • BROADHURST, K. and HOLT, K. (2010) Partnership and the limits of procedure: Prospects for relationships between parents and professionals under the new Public Law Outline. Child and Family Social Work, 15, 97-106.
    • BROADHURST, K., WASTELL, D., WHITE, S., HALL, C., PECKOVER, S., THOMPSON, K., PITHOUSE, A. and DAVEY, D. (2010b) Performing 'initial assessment': Identifying the latent conditions for error at the front-door of local authority children's services. British Journal of Social Work, 40, 352-370.
    • BROMME, R. and TILLEMA, H. (1995) Fusing experience and theory: The structure of professional knowledge. Learning and Instruction, 5, 261-267.
    • BROOKS, I. (2003) Organisational Behaviour; Individuals, Groups and Organisation. Second Edition, Harlow, Pearson Education Limited.
    • BROWN, G. D. (1993) Accounting for power: nurse teachers' and students' perceptions of power in their relationship. Nurse Education Today, 13, 111-120.
    • BRYMAN, A. (2004) Social Research Methods (2nd edition), Oxford, Oxford University Press.
    • BUSHER, H., HARRIS, A. and WISE, C. (2000) Subject Leadership and School Improvement, London, Paul Chapman Publishing Ltd.
    • BUTLER, P. (2011) Sure Start Cuts Mark the End of the Children's Centre Dream. Guardian. 13th May 2011. London, Guardian News and Media.
    • BUTLER, S. (1996) Child protection or professional self-preservation by the baby nurses? Public health nurses and child protection in Ireland. Social Science and Medicine, 43, 303-314.
    • BUTTNY, R. (1993) Social Accountability in Communication, London, Sage.
    • CALDWELL, R. (2002) A change of name or a change of identity? Do job titles influence people management professionals' perceptions of their role in managing change? Personnel Review, 31, 693-709.
    • CALGREN, I. (1996) Professionalism and Teachers as Designers. IN KOMPF, M., BOND, W. R., DWORET, D. and BOAK, R. T. (Eds.) Changing Research and Practice; Teacher's Professionalism, Identities and Knowledge. London, Routeledge.
    • CAMERON, C., MOSS, P., OWEN, C., PETRIE, P., SIMON, A. and WIGFALL, V. (2009) Working together in extended schools and children's centres; a study of interprofessional activity in England and Sweden. London, Department for Children Schools and Families.
    • CARVAJAL, D. (2002) The Artisan's Tools. Critical Issues When Teaching and Learning CAQDAS. Forum: Qualitative Social Research, 3, online http://www.qualitativeresearch.net/index.php/fqs/article/view/853. Accessed, APRIL 2012.
    • CASCIARO, T. and LOBO, M. S. (2005) Competent jerks, lovable fools, and the formation of social networks. Harvard Business Review, 83, 92-99.
    • CASTELLS, M. (1997) Power of Identity: The Information Age: Economy, Society and Culture, Malden MA, Blackwell.
    • CHARI, S. (2009) Handling career role transitions with confidence. International Journal of Clinical Leadership, 16, 109-114.
    • CHILDREN'S SCHOOLS AND FAMILIES COMMITTEE (2010) Sure Start Children's Centres; fifth report of session 2009 - 2010 House of Commons Children's Schools and Families Committee. London, The Stationery Office.
    • CLARK, A., KRISTENSEN, N. and WESTERGAARD-NIELSEN, N. (2009) Job satisfaction and co-worker wages: Status or signal. Economic Journal, 119, 430-447.
    • CLARK, F. (2010) Power and confidence in professions: Lessons for occupational therapy. Canadian Journal of Occupational Therapy, 77, 264-269.
    • CLEGG, S. (2005) Evidence-based practice in educational research: A critical realist critique of systematic review. British Journal of Sociology of Education, 26, 415- 428.
    • CLEVELAND, G. and KRASHINSKY, M. (2009) The nonprofit advantage: Producing quality in thick and thin child care markets. Journal of Policy Analysis and Management, 28, 440-462.
    • COFFEY, A., HOLBROOK, B. and ATKINSON, P. (1996) Qualitative Data Analysis?: Technologies and Representations. Social Research Online, 1, Online, http://www.socresonline.org.uk/1/1/4.html. Accessed APRIL 2012.
    • COLE, D., PANCHANADESWARAN, S. and DAINING, C. (2004) Predictors of job satisfaction of licensed social workers: Perceived efficacy as a mediator of the DOMBECK, M. T. (1997) Professional personhood: Training, territoriality and tolerance. Journal of Interprofessional Care, 11, 9-21.
    • DORROS, S. (1968) Teaching as a profession, Columbus, Ohio, C. E. Merrill.
    • DUNNE, L., GODDARD, G. and WOOLHOUSE, C. (2008) Teaching assistants' perceptions of their professional role and their experiences of doing a Foundation Degree. Improving Schools, 11, 239-249.
    • EASEN, P. and WILCOCKSON, J. (1996) Intuition and rational decision making in professional thinking: a false dichotomy? Journal of Advanced Nursing, 24, 667.
    • EDDY SPICER, D. H. (2011) Power and knowledge-building in teacher inquiry: Negotiating interpersonal and ideational difference. Language and Education, 25, 1-17.
    • EDGLEY, A. and AVIS, M. (2006) Interprofessional Collaboration: Sure Start, Uncertain Futures. Journal of Interprofessional Care, 20, 433.
    • EDMONDSON, A. (1999) Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44, 350-383.
    • EDUCATION COMMITTEE (2011) Sure Start Children's Centres: Government Response to the Fifth Report from the Children, Schools and Families Committee. London, House of Commons Education Committee.
    • EISENSTADT, N. (2002) Sure Start: Key principles and ethos. Child: Care, Health and Development, 28, 3-4.
    • ELSOM, S., HAPPELL, B. and MANIAS, E. (2008) Expanded practice roles for community mental health nurses in Australia: Confidence, critical factors for preparedness, and perceived barriers. Issues in Mental Health Nursing, 29, 767-780.
    • EPSTEIN, R. M. and HUNDERT, E. M. (2002) Defining and assessing professional competence. Journal of the American Medical Association, 287, 226-235.
    • ERAUT, M. (1994) Developing Professional Knowledge and Competence, London, The Falmer Press.
    • ERAUT, M. (2000) Non-formal learning and tacit knowledge in professional work. The British journal of educational psychology, 70.
    • ERAUT, M. (2007) Learning from other people in the workplace. Oxford Review of Education, 33, 403-422.
    • ETZIONI, A. (Ed.) (1969) The semi-professions and their organization. Teachers, nurses, social workers, London, Collier-Macmillan.
    • EVANGELOU, M., COXON, K., SYLVA, K., SMITH, S. and CHAN, L. L. (2011) Seeking to Engage 'Hard-to-Reach' Families: Towards a Transferable Model of Intervention. Children and Society, In press.
    • EVANS, L. (1998) Teacher morale, job satisfaction and motivation, London, Paul Chapman.
    • FARRELL, M. P., SCHMITT, M. H. and HEINEMANN, G. D. (2001) Informal roles and the stages of interdisciplinary team development. Journal of Interprofessional Care, 15, 281.
    • FINLAY, L. (2000) Safe Haven and Battleground: Collaboration and Conflict within the Treatment Team. IN DAVIES, C., FINLAY, L. and BULLMAN, A. (Eds.) Changing Practice in Health and Social Care. London, Sage.
    • FISH, D. and COLES, C. (Eds.) (1998) Developing professional judgement in health care : learning through the critical appreciation of practice, Oxford, ButterworthHeinemann.
    • KENNISON, P. and FLETCHER, R. (2005) Police. IN BARRETT, G., SELLMAN, D. and THOMAS, J. (Eds.) Interprofessional Working in Health and Social Care. Basingstoke, Palgrave Macmillan.
    • KERR, N. L. and SEOK, D. H. (2011) "... with a little help from my friends": Friendship, effort norms, and group motivation gain. Journal of Managerial Psychology, 26, 205-218.
    • KITCHENER, M., KIRKPATRICK, I. and WHIPP, R. (2000) Supervising Professional Work under New Public Management: Evidence from an 'Invisible Trade'. British Journal of Management, 11, 213-226.
    • KORETZ, D. M. (2002) Limitations in the use of achievement tests as measures of educators' productivity. Journal of Human Resources, 37, 752-777.
    • KUDISCH, J. D., POTEET, M. L., DOBBINS, G. H., RUSH, M. C. and RUSSELL, J. E. A. (1995) Expert power, referent power, and charisma: Toward the resolution of a theoretical debate. Journal of Business and Psychology, 10, 177-195.
    • KVARNSTROM, S. and CEDERSUND, E. (2006) Discursive patterns in multiprofessional healthcare teams. Journal of Advanced Nursing, 53, 244-252.
    • LARSON, M. S. (1977) The rise of professionalism: A sociological analysis, Berkeley, University of California Press.
    • LEE, R. (1993) Doing Research on Sensitive Topics, London, Sage Publications.
    • LEE, Y., YANG, L. S., WAN, K. M. and CHEN, G. H. (2011) Interactive effects of personality and friendship networks on contextual performance. Social Behavior and Personality, 38, 197-208.
    • LEWINS, A. and SILVER, C. (2006) Choosing a CAQDAS Package; a working paper (5th Edition). CAQDAS Networking project. University of Surrey.
    • LEWIS, J. (2010) From Sure Start to Children's Centres: An Analysis of Policy Change in English Early Years Programmes. Journal of Social Policy, 1-18.
    • LEWIS, J., CUTHBERT, R. and SARRE, S. (2011a) What are children's centres? The development of CC services, 2004-2008. Social Policy and Administration, 45, 35-53.
    • LEWIS, J., ROBERTS, J. and FINNEGAN, C. (2011b) Making the transition from sure start local programmes to children's centres, 2003-2008. Journal of Social Policy, 40, 595-612.
    • LIPSKY, M. (1980) Street-level bureaucracy: Dilemmas of the individual in public services, New York, Russell Sage Foundation.
    • LISTER, M. and GARDNER, D. (2006) Engaging hard to engage clients: A Q methodological study involving clinical psychologists. Psychology and Psychotherapy: Theory, Research and Practice, 79, 419-443.
    • LLOYD, E. and HALLET, E. (2010) Professionalising the early childhood workforce in England: Work in progress or missed opportunity? Contemporary Issues in Early Childhood, 11, 75-88.
    • LLOYD, E. and PENN, H. (2010) Why do childcare markets fail?: Comparing England and the Netherlands. Public Policy Research, 17, 42-48.
    • LÓPEZ, J. and POTTER, G. (2001) After Postmodernism: An Introduction to Critical Realism, London, The Athlone Press.
    • LORENTE, M., HOGG, G. and KER, J. (2006) The Challenges of Initiating a MultiProfessional Clinical Skills Project. Journal of Interprofessional Care, 20, 290.
    • NUT (2011) Soulbury Terms and Conditions: NUT Briefing on Comparison with School Teachers. London, National Union of Teachers. http://www.teachers.org.uk/files/nut-briefing-comparison-of-stpcd-andsoulbury-june-2011.doc. Accessed APRIL 2012.
    • O'CONNOR, K. E. (2008) "You choose to care": Teachers, emotions and professional identity. Teaching and Teacher Education, 24, 117-126.
    • ORELOVE, F. and SOBSEY, D. (1991) Educating Children with Multiple Disabilities: A Transdisciplinary Approach, Baltimore, Paul Brookes.
    • OVRETVEIT, J. (1997a) How to Describe Interprofessional Working. IN OVRETVEIT, J., MATHIAS, P. and THOMPSON, T. (Eds.) Interprofessional Working for Health and Social Care. Basingstoke, Macmillan Press Ltd.
    • OVRETVEIT, J. (1997b) Leadership in multiprofessional teams. Health and Social Care in the Community, 5, 276-283.
    • OVRETVEIT, J., BATE, P., CLEARY, P., CRETIN, S., GUSTAFSON, D., MCINNES, K., MCLEOD, H., MOLFENTER, T., PLSEK, P., ROBERT, G., SHORTELL, S. and WILSON, T. (2002) Quality collaboratives: lessons from research. Quality and Safety in Healthcare, 11, 345-351.
    • OVRETVEIT, J. and THOMPSON, T. (Eds.) (1997) Interprofessional working for health and social care, London, Macmillan.
    • OYSERMAN, D. (2004) Self-concept and Identity. IN BREWER, M. B. and HEWSTONE, M. (Eds.) Self and Social Identity. Oxford, Blackwell.
    • PALMERI, J. (2004) When discourses collide: A case study of interprofessional collaborative writing in a medically oriented law firm. Journal of Business Communication, 41, 37-65.
    • PARKIN, F. (1979) Marxism and class theory: A bourgeois critique, London, Tavistock.
    • PARRY, N. and PARRY, J. (1979) Social work, professionalism and the state. IN PARRY, N., RUSTIN, M. and SATYAMURTI, C. (Eds.) Social Work, Welfare and the State. London, Edward Arnold.
    • PARSONS, T. (1954) Essays in Sociological Theory (revised edition), Genlcoe, Free Press.
    • PATTON, M. Q. (1990) Qualitative evaluation and research methods, Newbury Park, Calif, Sage Publications.
    • PERKIN, H. (2003) Crisis in the professions: ambiguities origins and current problems, London, RSA.
    • PITHOUSE, A. (1987) Social Work: The Social Organisation of an Invisible Trade, Aldershot, Avebury.
    • POLANYI, M. (1962) Personal knowledge: towards a post-critical philosophy, London Routledge.
    • POLANYI, M. (1983) The tacit dimension, Gloucester, Mass., Peter Smith.
    • POLLARD, A., ANDERSON, J., MADDOCK, M., SWAFFIELD, S., WARIN, J. and WARWICK, P. (2008) Reflective teaching: evidence-informed professional practice, London, Continuum.
    • POLLARD, K., SELLMAN, D. and SENIOR, B. (2005) The Need for Interprofessional Working. IN BARRETT, G., SELLMAN, D. and THOMAS, J. (Eds.) Interprofessional Working in Health and Social Care. Basingstoke, Palgrave Macmillan.
    • PORZSOLT, F. (2009) Implementing economic principles in medicine while maintaining medical professionalism. Journal of Public Health, 1-5.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article