Journal
ADVANCES IN HEALTH SCIENCES EDUCATION
Volume 26, Issue 2, Pages 653-666Publisher
SPRINGER
DOI: 10.1007/s10459-020-10017-8
Keywords
Interprofessional education; Practice-based; Normalisation Process Theory
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Funding
- School of Allied Health, University of Limerick, Ireland
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Practice-based interprofessional education (IPE), important for developing a collaboration-ready workforce, is not well integrated into healthcare curriculums. Strategic planning and building partnerships are essential in promoting sustainable practice-based IPE, benefiting students, patients, and the overall healthcare service.
Practice-based interprofessional education (IPE), a key feature in developing a collaboration-ready workforce, is poorly integrated in healthcare curriculums. This study aimed to synthesise educator perspectives on implementing practice-based IPE and develop recommendations to inform sustainable practice-based IPE. An ethnographic case study was carried out at a school of allied health. Data collection involved six observations, 11 interviews and a review of eight documents. Reflexive thematic analysis, informed by Normalisation Process Theory, established two key themes. First, we found that strategic planning is needed, with a coherent implementation agenda and planned reflection on activities. Second, building partnerships with placement partners was identified as essential. This can be achieved by supporting and championing practice-based IPE activities developed by placement sites and establishing how university and clinical educators can work collaboratively to deliver sustainable practice-based IPE. These conditions create a favourable environment for normalising practice-based IPE in healthcare curriculums, benefitting students, patients, and the overall healthcare service.
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