A Power Experience: A Phenomenological Study of Interprofessional Education

Area of Science:

• Healthcare Education
• Interprofessional Learning
• Qualitative Research

Background:

• Interprofessional collaboration is vital for effective healthcare delivery.
• Student experiences in interprofessional learning environments can be complex.
• Power dynamics are often implicit in professional interactions.

Purpose of the Study:

• To explore the experience of power within interprofessional collaboration among nursing and medical students.
• To supplement a prior hermeneutic phenomenological study.

Main Methods:

• Secondary analysis of data from a hermeneutic phenomenological study.
• Utilized deductive analysis and inductive reasoning.
• Involved guided, face-to-face conversations with 17 students.

Main Results:

• Two primary themes of power emerged: 'complicated knowledge is power' and 'the power and silence of intimidation'.
• These themes highlight the significant role of power differentials in student interactions.
• Identified potential adverse effects of power dynamics on interprofessional learning.

Conclusions:

• Power and power differentials are critical factors influencing student interactions in interprofessional settings.
• Addressing students' perceptions of power is essential for successful interprofessional education.
• Future interprofessional education events must consider and mitigate power imbalances.