Abstract
Interprofessional collaboration (IPC) is important for the delivery of effective integrated health and social care systems. Interprofessional practice learning (IPPL) enables students to learn to work together within a relevant context and prepare for future IPC. While there is some evidence that negative attitudes impact on IPC and interprofessional education, there is a dearth of research on health and social work professionals' attitudes and perspectives of IPC and IPPL opportunities for students. A mixed-methods case study was used to investigate practice educators' attitudes and perspectives of IPC and IPPL for their students. Results showed that attitudes were positive and that mainly meso- and macro-level factors, as opposed to the micro level, impacted on the implementation of IPC and IPPL for students' learning in practice settings. IPC was perceived to be best enabled by effective communication, established teams, IPPL for staff, and shared processes and policies. Close working proximity to other professionals encouraged informal communication and positive interprofessional relationships. Motivation and resources were perceived as enablers of IPPL, but there were often missed opportunities for IPPL. These findings suggest that further work is required to identify systems for improving IPC and to enhance IPPL opportunities for students learning within practice settings.
| Original language | English |
|---|---|
| Number of pages | 10 |
| Journal | Journal of Interprofessional Care |
| Early online date | 29 Nov 2018 |
| DOIs | |
| Publication status | E-pub ahead of print - 29 Nov 2018 |
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Keywords
- Case study
- Interprofessional practice learning
- health and social care
- interprofessional collaboration
- mixed methods
- practice educators
Cite this
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Practice educators' attitudes and perspectives of interprofessional collaboration and interprofessional practice learning for students : A mixed-methods case study. / O'Carroll, Veronica (Lead / Corresponding author); McSwiggan, Linda; Campbell, Martin.
In: Journal of Interprofessional Care, 29.11.2018.Research output: Contribution to journal › Article
TY - JOUR
T1 - Practice educators' attitudes and perspectives of interprofessional collaboration and interprofessional practice learning for students
T2 - A mixed-methods case study
AU - O'Carroll, Veronica
AU - McSwiggan, Linda
AU - Campbell, Martin
PY - 2018/11/29
Y1 - 2018/11/29
N2 - Interprofessional collaboration (IPC) is important for the delivery of effective integrated health and social care systems. Interprofessional practice learning (IPPL) enables students to learn to work together within a relevant context and prepare for future IPC. While there is some evidence that negative attitudes impact on IPC and interprofessional education, there is a dearth of research on health and social work professionals' attitudes and perspectives of IPC and IPPL opportunities for students. A mixed-methods case study was used to investigate practice educators' attitudes and perspectives of IPC and IPPL for their students. Results showed that attitudes were positive and that mainly meso- and macro-level factors, as opposed to the micro level, impacted on the implementation of IPC and IPPL for students' learning in practice settings. IPC was perceived to be best enabled by effective communication, established teams, IPPL for staff, and shared processes and policies. Close working proximity to other professionals encouraged informal communication and positive interprofessional relationships. Motivation and resources were perceived as enablers of IPPL, but there were often missed opportunities for IPPL. These findings suggest that further work is required to identify systems for improving IPC and to enhance IPPL opportunities for students learning within practice settings.
AB - Interprofessional collaboration (IPC) is important for the delivery of effective integrated health and social care systems. Interprofessional practice learning (IPPL) enables students to learn to work together within a relevant context and prepare for future IPC. While there is some evidence that negative attitudes impact on IPC and interprofessional education, there is a dearth of research on health and social work professionals' attitudes and perspectives of IPC and IPPL opportunities for students. A mixed-methods case study was used to investigate practice educators' attitudes and perspectives of IPC and IPPL for their students. Results showed that attitudes were positive and that mainly meso- and macro-level factors, as opposed to the micro level, impacted on the implementation of IPC and IPPL for students' learning in practice settings. IPC was perceived to be best enabled by effective communication, established teams, IPPL for staff, and shared processes and policies. Close working proximity to other professionals encouraged informal communication and positive interprofessional relationships. Motivation and resources were perceived as enablers of IPPL, but there were often missed opportunities for IPPL. These findings suggest that further work is required to identify systems for improving IPC and to enhance IPPL opportunities for students learning within practice settings.
KW - Case study
KW - Interprofessional practice learning
KW - health and social care
KW - interprofessional collaboration
KW - mixed methods
KW - practice educators
UR - http://www.scopus.com/inward/record.url?scp=85057580239&partnerID=8YFLogxK
U2 - 10.1080/13561820.2018.1551865
DO - 10.1080/13561820.2018.1551865
M3 - Article
C2 - 30486692
JO - Journal of Interprofessional Care
JF - Journal of Interprofessional Care
SN - 1356-1820
ER -