Practice educators' attitudes and perspectives of interprofessional collaboration and interprofessional practice learning for students: A mixed-methods case study

Veronica O'Carroll (Lead / Corresponding author), Linda McSwiggan, Martin Campbell

Research output: Contribution to journalArticle

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 languageEnglish
Pages (from-to)414-423
Number of pages10
JournalJournal of Interprofessional Care
Volume33
Issue number5
Early online date29 Nov 2018
DOIs
Publication statusPublished - 3 Sep 2019

Keywords

  • Case study
  • Interprofessional practice learning
  • health and social care
  • interprofessional collaboration
  • mixed methods
  • practice educators

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