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Student engagement in interprofessional working in practice placement settings.

Katherine Pollard¹

¹Health Training and Research Centre, School of Health and Social Care, Faculty of Health and Life Sciences, University of the West of England, Bristol, UK. katherine.pollard@uwe.ac.uk

Journal of Clinical Nursing

|February 18, 2009

Summary

Student engagement in interprofessional education varies greatly during placements. Without systematic support, students rely on personal confidence, highlighting the need for proactive senior nurse involvement in fostering interprofessional competencies.

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Area of Science:

Health Professions Education
Interprofessional Collaboration
Clinical Placements

Background:

UK educational institutions mandate interprofessional education (IPE) for pre-qualifying health and social care students to develop essential competencies.
Limited formal IPE initiatives exist in practice settings, leaving a knowledge gap regarding non-formal interprofessional learning during student placements.

Purpose of the Study:

To investigate the nature of student engagement in interprofessional interactions within practice placement settings.
To explore opportunities for interprofessional learning and working available to pre-qualifying health and social care students.

Main Methods:

A qualitative study conducted between 2003-2005 in an English Faculty of Health and Social Care.
Case studies across diverse clinical settings including coronary care, medical wards, maternity, paediatrics, community learning disabilities, and challenging behaviour facilities.
Data collection involved direct observation of interprofessional interactions and thematic analysis of interviews with 20 practitioners and 15 students.

Main Results:

Student experiences in interprofessional engagement were highly variable, influenced by factors such as medical staff influence, professional cultures, mentor support, and student confidence.
While senior nurses often facilitated interprofessional involvement, many students did not receive systematic support for engagement.
Nurses managed most sites, with some senior nurses actively promoting interprofessional student involvement.

Conclusions:

Significant disparities exist in student experiences of interprofessional activities during placements.
In the absence of structured support, student engagement in interprofessional learning is predominantly contingent on individual confidence levels.
Senior nurses are pivotal in creating supportive environments that foster the development of interprofessional competencies through systematic engagement.