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Understanding faculty perspectives of supports and barriers to interprofessional collaboration within a clinical
Katherine A Campbell1, Diane Fittipaldi2, Brenda Frie3
1Department of Interprofessional Education, St. Catherine University, 2004 Randolph Ave, St. Paul, MN 55105, USA; Women's Health Integrative Research Center, St. Catherine University, 2004 Randolph Ave, St. Paul, MN 55105, USA.
Aim:
This study explores the faculty perspective of an interprofessional clinical scholars program to identify recommendations for strengthening team collaboration between academia and clinical practice.
Background:
Interprofessional evidence-based practice, pairing higher education and clinical practice, is a critical part of nursing education.
Design:
This qualitative study consisted of two phases of participant engagement, in both data collection and data analysis.
Methods:
Specifically, faculty participated in a focus group discussion followed by a card sort of initial codes.
Results:
The major themes identified are Unifying the Team and Navigating Layers of Challenge, encompassing concepts of teamwork and programmatic context that supported or disrupted interprofessional collaboration. This study affirms the importance of role clarity, connectedness, intentionality and continuity within clinical teams. Moreover, faculty identified barriers to teamwork based on workload, leadership turnover and constraining environmental forces.
Conclusions:
Recommendations for effective teamwork in an interprofessional setting will strengthen future collaboration between higher education and clinical settings.
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