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Embedding Patient and Public Involvement in Health Professions Education: Bridging Novelty and Normalisation.
Julia Paxino1,2, Joanne Bolton1,2, Sathana Dushyanthen3
1Collaborative Practice Centre, Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, Melbourne, Australia.
Patient and public involvement (PPI) in health professional education (HPE) is inconsistent. Normalisation Process Theory (NPT) provides a framework for educators to systematically embed PPI sustainably, enhancing its integration and impact in diverse educational settings.
Area of Science:
- Health Professions Education
- Social Sciences in Health
Background:
- Patient and Public Involvement (PPI) integration in Health Professions Education (HPE) is variable across institutions.
- Some settings have normalized PPI, while others are in early stages of implementation.
Purpose of the Study:
- To introduce Normalisation Process Theory (NPT) as a framework to understand and enhance sustainable PPI embedding in HPE.
- To provide educators with tools for reflecting on and improving PPI practices.
Main Methods:
- Utilizing Normalisation Process Theory (NPT) to analyze PPI implementation.
- Exploring NPT's core mechanisms: coherence, cognitive participation, collective action, and reflexive monitoring.
Main Results:
- NPT offers a structured approach for educators to assess and strategize PPI integration.
- The framework facilitates the identification of areas for improvement in PPI practices within HPE.
Conclusions:
- Normalisation Process Theory (NPT) can guide the sustainable embedding of PPI in Health Professions Education (HPE).
- Applying NPT's mechanisms equips educators to enhance PPI integration and impact in their specific environments.
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