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Communities of practice: Exploring enablers and barriers with school health clinicians
Background:
It is imperative that therapists keep pace with relevant knowledge and reflect on their practice. Community of practice (CoP) sessions provide clinicians with a forum to share stories, exchange information, and foster scholarly practice. Studies on CoPs in health care are limited.
Purpose:
The purpose of this study was to explore the enablers and barriers to participation in CoPs.
Method:
Occupational therapists and physiotherapists in a school health program participated in a questionnaire (n=18) and semi-structured interviews (n=14). Analyses were completed using descriptive statistics (questionnaires) and interpretative phenomenological analysis (interviews).
Findings:
Six themes describing participation in CoPs emerged: structure-engagement, learning, growth-becoming, fellowship-belonging, implementation-doing, and contributing-influencing. The findings highlight the importance of situated learning, reflection, and creativity to influence practice through discussions of ideas, research, and resources in small supportive groups of like-minded individuals with an informal, self-directed structure.
Implications:
Features to consider when implementing CoPs in the workplace are discussed.
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