Abstract
This research will focus on the development of innovation capacity in future health and social care professionals, with specific attention to the role of boundary crossing in person-centered care.
The health and social care sector faces fundamental transitions that demand professionals capable of innovation and boundary crossing. Demographic shifts, technological developments, and changing societal expectations create challenges that cannot be addressed through traditional approaches alone.
This comparative study between the Netherlands and Norway will provide strategic insights due to their contrasting educational approaches. The Netherlands operates a market-driven healthcare system with separate educational tracks for healthcare and social work, while Norway maintains an integrated 'vernepleier' program that combines health and social care education.
The main research question is: "How does the interaction between educators, students, and practice supervisors influence the development of innovation capacity in future health and social care professionals to deliver person-centered care and support across traditional boundaries?"
The analytical framework will combine three complementary perspectives:
1. Person-Centered Care (PCC) as a lens for understanding holistic care approaches
2. Boundary Crossing Theory for analyzing learning processes across professional domains
3. The educational triangle of student-educator-practice supervisor as an innovation incubator
Innovation capacity will be operationalized along three dimensions:
- "Action Space": The scope professionals have to deviate from established protocols
- "Change Strength": The ability to initiate and sustain changes
- "Competence to Act": The practical skills for effective implementation of innovative approaches
The research will follow a qualitative approach with document analysis, focus groups, and in-depth interviews with participants from both Dutch and Norwegian contexts, focusing on professionals in preventive and primary care settings.
The four-year research plan includes:
- Year 1: Exploration of context and theoretical framework
- Year 2: Identity and boundary crossing
- Year 3: The educational triangle
- Year 4: Integration and completion
The expected contributions include:
- Theoretical: Enhanced understanding of innovation development, integration of theoretical frameworks, and insights into professional identity
- Practical: Guidelines for educational development, integration of practice and education, and improved professional preparation
This research will not only enrich academic knowledge about innovation development in professional education but also provide concrete tools for educational institutions and practice organizations to better prepare future professionals for the complex challenges in the integrated health and social care sector.