"Oh why didn't I take more notice?" Professionals' views and perceptions of pre-qualifying preparation for interprofessional working in practice.
TL;DR: It is suggested that pre-qualifying IPL can prepare individuals to work effectively as qualified professionals with colleagues from other disciplines and that effective IPW impacts positively on service delivery.
Abstract: It is widely assumed that interprofessional learning (IPL) impacts positively on interprofessional working (IPW) in health and social care. However, there is no clear evidence that pre-qualifying IPL improves service delivery. The direct effect of pre-qualifying IPL on IPW and service delivery is difficult to demonstrate; researchers must rely on professionals' self-report in this regard. This paper presents findings from a qualitative study in which semi-structured interviews were used to collect individuals' views and perceptions about pre-qualifying IPL as preparation for practice. Two groups of participants came from four health and social care professions: adult nursing, midwifery, physiotherapy and social work. One group had experienced a substantial pre-qualifying IPL initiative, while the other group had not. Useful insights were gained from comparing the views and perceptions of individuals from these two groups. The total sample comprised 29 practitioners: 19 were educated on interprofessional curricula and 10 on traditional uniprofessional curricula. Thematic data analysis produced findings about pre-qualifying education as preparation for IPW. These findings suggest that pre-qualifying IPL can prepare individuals to work effectively as qualified professionals with colleagues from other disciplines and that effective IPW impacts positively on service delivery.
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Dissertation•
01 Feb 2018
TL;DR: In this paper, the authors explored the role of professional identity in collaborative working through an exploration of the views of four professional groups; early years professionals, health visitors, police officers and social workers, who come together within the framework of the team around the child.
Abstract: Little is known about how frontline professionals’ perceptions of identity and interprofessional working (IPW) impacts on their ability to work collaboratively. This study contributes to a better understanding of the role of professional identity in collaborative working through an exploration of the views of four professional groups; early years professionals, health visitors, police officers and social workers, who come together within the framework of the team around the child (TAC). The research adopted a mixed-methods design using a questionnaire (n=124) and semi-structured interviews (n=36). The questionnaires were analysed by comparing the mean ratings professionals gave to their own professional characteristics and the other three professions and the interviews were analysed using an interpretative phenomenological approach to gain more insight into professionals’ perceptions of their identity and experiences of working together.
The findings revealed that the professionals had a good understanding of their differing status within collaborative working and sought to maintain their professional identity rather than adopting an interprofessional persona. Working together was not viewed as a joint enterprise and professionals questioned whether it was necessary to develop interprofessional relationships to work effectively. Despite stating that they generally worked well together professionals were quite critical of each other’s practice and blamed each other when things went wrong. Issues were raised about the efficacy of the TAC model in terms of the lead role, the quality of information sharing and discussion, and the fear of discord between professionals.
The study highlights that professionals are not as committed to IPW as policy makers and organisations assume. There needs to be more awareness at all levels of the impact of professional identity, intergroup theory and a supportive environment on IPW. The mindset that dismisses the importance of professional relationships must be changed to enhance the development of trust between professionals. A reconfiguration of services with more opportunities for contact between professionals would support this. It is recommended that the TAC model is restructured with independent leadership, clear guidelines of professional responsibility and improved organisational support. Realistic group conflict theory could be used as a framework to help professionals acknowledge and manage conflict between them. Further research is recommended to develop a wider understanding of professionals’ perceptions of professional identity and IPW.
13 citations
TL;DR: In this article, the authors proposed that interprofessional collaborations in the United States, have emerged as a means to improve health care outcomes and reduce costs and such collaborations may be especially beneficial in the field of geriatrics.
Abstract: Interprofessional collaborations in the United States, have emerged as a means to improve health care outcomes and reduce costs. Such collaborations may be especially beneficial in the field of ger...
11 citations
Dissertation•
01 Jan 2018
TL;DR: It is suggested that within the context of a youth-services agency using a mobile application, using a tablet or computer to provide real-time information about an individual’s educational needs is a viable process.
Abstract: ........................................................................................................................................ ii Acknowledgements ...................................................................................................................... v Table of
9 citations
TL;DR: Newly qualified midwives appeared better able to integrate their IPE training into practice when IPE occurred in a favourable learning environment that facilitated acquisition and application of IPE skills and that recognized the importance of shared partnership between the university and the clinical workplace.
Abstract: Teamwork and collaboration have been recognized as essential competencies for health care providers in the field of maternity care. Health care policy and regulatory bodies have stressed the importance of Interprofessional Education (IPE) for learners in this field; however, there is little evidence of sustained application of pre-qualifying IPE to the realm of interprofessional collaboration (IPC) in practice following qualification. The aim of this research was to understand how newly qualified midwives applied their IPE training to professional practice. A purposive sample of midwifery students, educators, new midwives and Heads of Midwifery from four universities in the United Kingdom participated in semi-structured interviews, questionnaires and focus groups. Qualitative, grounded theory methodology was used to develop the emerging theory. Newly qualified midwives appeared better able to integrate their IPE training into practice when IPE occurred in a favourable learning environment that facilitated acquisition and application of IPE skills and that recognized the importance of shared partnership between the university and the clinical workplace.
9 citations
Cites background from ""Oh why didn't I take more notice?"..."
...This may represent a missed opportunity as graduates only realized the value of IPE after they were in practice (Pollard et al., 2012)....
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...Students learned professional behaviours and how to interact with other professionals by observing staff in the placement setting (Pollard, 2008; Pollard et al., 2012; Roberts & Stark, 2008)....
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TL;DR: Health science students of an IPE Collaborative practice (IPECP) intervention experienced a lack of knowledge and therefore struggled with the applications of the International Classification of Functioning Disability and Health as a framework to facilitate IPECP, however, they experienced the IPE intervention as providing structure to the clinical placements, making it a more positive experience.
Abstract: Background. Interprofessional education (IPE) aims at facilitating the collaborative practice of healthcare professionals. However, students have varied experiences with IPE and the collaborative practice initiatives implemented by universities. Objective. To explore the experiences and perceptions of health science students of an IPE Collaborative practice (IPECP) intervention they had engaged in. Methods. This qualitative study used two focus group discussions with a conveniently selected group of students who had been part of the intervention. Two researchers who were not part of the intervention conducted the interviews. The audiotaped interviews were analysed using thematic analysis. Ethical clearance for the study was received from the University of the Western Cape. Results. Three main themes emerged from the data: the usefulness of the framework introduced as part of the intervention; engaging in interprofessional groups; and the overall impact of the intervention. The students reported that they needed introduction to the framework earlier for it to be useful. It became apparent that students need to be prepared to work in interprofessional groups. The overall intervention was perceived positively, allowing students to become aware of other students’ roles. Conclusion. The students experienced a lack of knowledge and therefore struggled with the applications of the International Classification of Functioning Disability and Health as a framework to facilitate IPECP. However, they experienced the IPECP intervention as providing structure to the clinical placements, making it a more positive experience.
8 citations
References
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Book•
01 Jan 2001
TL;DR: In this paper, the authors reviewed the literature on qualitative and quantitative research in social research and discussed the nature and process of social research, the nature of qualitative research, and the role of focus groups in qualitative research.
Abstract: PART ONE ; 1. The nature and process of social research ; 2. Social research strategies: quantitative research and qualitative research ; 3. Research designs ; 4. Planning a research project and formulating research questions ; Getting started: reviewing the literature ; 6. Ethics and politics in social research ; PART TWO ; 7. The nature of quantitative research ; 8. Sampling in quantitative research ; 9. Structured interviewing ; 10. Self-administered questionnaires ; 11. Asking questions ; 12. Structured observation ; 13. Content analysis ; 14. Using existing data ; 15. Quantitative data analysis ; 16. Using IBM SPSS for Windows ; PART THREE ; 17. The nature of qualitative research ; 18. Sampling in qualitative research ; 19. Ethnography and participant observation ; 20. Interviewing in qualitative research ; 21. Focus groups ; 22. Language in qualitative research ; 23. Documents as sources of data ; 24. Qualitative data analysis ; 25. Computer-assisted qualitative data analysis: using NVivo ; PART FOUR ; 26. Breaking down the quantitative/qualitative divide ; 27. Mixed methods research: combining quantitative and qualitative research ; 28. Writing up social research
17,352 citations
Book•
27 Apr 2006
TL;DR: This chapter discusses social research methods, research strategies and design, and how to get the most out of Lectures and revision skills.
Abstract: PART ONE: SOCIAL RESEARCH METHODS Introduction to Your Companion PART TWO: CORE AREAS OF THE CURRICULUM Theoretical Background Research Basics Research Strategies and Design The Nature of Data Defining the Research Problem Sampling Data Collection Methods Experimental Design Quantitative Data Analysis Qualitative Data Analysis Ethics PART THREE: STUDY AND REVISION SKILLS How To Get the Most Out of Your Lectures - (written in collaboration with David McIlroy) How To Make the Most of Seminars Revision Hints and Tips Exam Tips Tips on Interpreting Essay and Exam Questions Essay Writing Writing a Literature Review Writing a Research Proposal Writing Up a Dissertation or Research Project
6,824 citations
""Oh why didn't I take more notice?"..." refers methods in this paper
...As the study aimed for in-depth exploration of the topic, one-to-one interviews were used to gather qualitative data (Bryman, 2001)....
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TL;DR: The results indicated that feedback may be more effective when baseline performance is low, the source is a supervisor or colleague, it is provided more than once, and the role of context and the targeted clinical behaviour was assessed.
Abstract: Background Audit and feedback continues to be widely used as a strategy to improve professional practice. It appears logical that healthcare professionals would be prompted to modify their practice if given feedback that their clinical practice was inconsistent with that of their peers or accepted guidelines. Yet, audit and feedback has not been found to be consistently effective. Objectives To assess the effects of audit and feedback on the practice of healthcare professionals and patient outcomes. Search strategy We searched the Cochrane Effective Practice and Organisation of Care Group's register up to January 2001. This was supplemented with searches of MEDLINE and reference lists, which did not yield additional relevant studies. Selection criteria Randomised trials of audit and feedback (defined as any summary of clinical performance over a specified period of time) that reported objectively measured professional practice in a healthcare setting or healthcare outcomes. Data collection and analysis Two reviewers independently extracted data and assessed study quality. Quantitative (meta-regression), visual and qualitative analyses were undertaken. Main results We included 85 studies, 48 of which have been added to the previous version of this review. There were 52 comparisons of dichotomous outcomes from 47 trials with over 3500 health professionals that compared audit and feedback to no intervention. The adjusted RDs of non-compliance with desired practice varied from 0.09 (a 9% absolute increase in non-compliance) to 0.71 (a 71% decrease in non-compliance) (median = 0.07, inter-quartile range = 0.02 to 0.11). The one factor that appeared to predict the effectiveness of audit and feedback across studies was baseline non-compliance with recommended practice. Reviewer's conclusions Audit and feedback can be effective in improving professional practice. When it is effective, the effects are generally small to moderate. The absolute effects of audit and feedback are more likely to be larger when baseline adherence to recommended practice is low.
4,946 citations
TL;DR: A method of analysing qualitative interview data is outlined as a stage-by-stage process and the researcher in the field of qualitative work is urged to be systematic and open to the difficulties of the task of understanding other people's perceptions.
2,551 citations
Additional excerpts
...Data were analyzed thematically (Burnard, 1991)....
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2,100 citations