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Practice educators' attitudes and perspectives of interprofessional collaboration and interprofessional practice
Veronica O'Carroll1, Linda McSwiggan2, Martin Campbell3
1School of Medicine, University of St Andrews, Fife , Scotland.
Journal of Interprofessional Care
|November 30, 2018
Summary
Practice educators hold positive views on interprofessional collaboration (IPC) and practice learning (IPPL). System-level factors, like communication and resources, significantly influence IPC and IPPL, highlighting a need for improved support systems.
Area of Science:
- Health Services Research
- Interprofessional Education
- Social Work Education
Background:
- Interprofessional collaboration (IPC) is crucial for integrated health and social care.
- Interprofessional practice learning (IPPL) prepares students for collaborative practice.
- Limited research exists on professionals' attitudes towards IPC and IPPL.
Purpose of the Study:
- To investigate practice educators' attitudes and perspectives on IPC and IPPL for students.
- To identify factors influencing the implementation of IPC and IPPL in practice settings.
Main Methods:
- A mixed-methods case study approach was employed.
- Data were collected from practice educators in health and social work settings.
Main Results:
- Practice educators generally held positive attitudes towards IPC and IPPL.
- Meso- and macro-level factors (e.g., communication, resources) were more influential than micro-level factors.
- Effective communication, established teams, staff IPPL, and shared policies facilitated IPC.
- Motivation and resources enabled IPPL, though opportunities were often missed.
Conclusions:
- Systemic improvements are needed to enhance IPC and IPPL opportunities for students.
- Further research should focus on identifying effective strategies for improving IPC and IPPL systems.