"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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12 Nov 2014
TL;DR: This study suggests that Head Start and Early Head Start staff members recognize the benefits of interdisciplinary collaboration, but the experience of working across disciplines can be challenging.
Abstract: An important area for early childhood programs offering comprehensive services is better understanding interdisciplinary collaboration, as this collaboration lays for foundation for supporting optimal child outcomes. This study examined some of the benefits and challenges of using an interdisciplinary approach by exploring the perspectives of staff members from across disciplines during a six-week, agency-wide literacy project. This study suggests that Head Start and Early Head Start staff members recognize the benefits of interdisciplinary collaboration, but the experience of working across disciplines can be challenging. Implications of these results for practice are discussed.
1 citations
TL;DR: In this article, Angehende Fachkrafte in den Gesundheitsberufen sollen durch interprofessionelles Lernen (IPL) besser auf die berufsgruppenubergreifende Zusammenarbeit in der Patientenversorgung vorbereit.
Abstract: . Angehende Fachkrafte in den Gesundheitsberufen sollen durch interprofessionelles Lernen (IPL) besser auf die berufsgruppenubergreifende Zusammenarbeit in der Patientenversorgung vorbereit...
1 citations
01 Jun 2014
TL;DR: In this article, the authors examined the learning of professionals-practitioners within the multi-agency teams of a Children's Services department and developed new insights into how learning is afforded and constrained through power dynamics operating within this context.
Abstract: Purpose: This empirical paper examines the learning of professionals-practitioners within the multi-agency teams of a Children’s Services department. It develops new insights into how learning is afforded and constrained through power dynamics operating within this context. As collaboration increasingly becomes the norm across the sectors, this research typifies the broader challenges facing contemporary organisations across developed economies.
Design/Methodological approach: Aligning with the socio-cultural perspective adopted, the research takes a qualitative and largely inductive methodological approach. Data were generated through photo-elicitation interviews.
Findings: The data provide clear evidence that a new multi-agency community-of-practice had developed. However, within this community there were clear asymmetries in power relations. To some extent these mirrored the traditional professional hierarchies. However, other professional-practitioner groups were also being afforded increased power. This was both constraining and affording their learning, and that of others.
Limitations/implications: The small-scale nature of this inquiry is recognised, as is its reliance upon reports of practice rather than workplace observations. Approaches to extending the research are offered.
Originality/value: The research presents new insights into the realities of collaborative working: how power dynamics impact upon the learning and co-creation of new practice-knowing. The use of visual methods has offered new insights into these professional-practitioners’ lives that might have been left unrevealed through conventional methods.
Practical implications: As we face the challenges of shifting workplace configurations in efforts to confront the complexities of change, there is a need for HRD-practitioners to recognise of how power dynamics within workplaces impact upon the learning of employees involved.
TL;DR: In this article , a scoping review was conducted to identify enablers and barriers for first-year undergraduate common semesters aimed at developing interprofessional collaborative practice (IPCP) capabilities.
Abstract: Designing a first-year undergraduate common semester aimed at developing interprofessional collaborative practice (IPCP) capabilities is challenging. A scoping review was conducted to identify enablers and barriers for common semesters. Due to limited numbers of eligible studies, the review was expanded to include studies of semester-long first-year courses aimed at IPCP development. Key enablers of common semesters or courses in 35 included studies were: real-world, problem-solving, hands-on, interprofessional teamwork aligned with graduate practice capabilities relevant across disciplines; continuous feedback and critical evaluation; relationship building amongst students and staff; cohesive, well-trained interprofessional teams of staff and leaders; secure, supportive institutional policies and structures. Key barriers included: students' lack of preparation, perceptions of irrelevance, and misaligned expectations; variable student capability and response amongst professions; miscommunicated or misaligned course outcomes; course, faculty or institutional non-integration; and cost, logistic, and evaluation issues. Outcomes were mainly positive improvements in self-evaluated student IPCP skills and understanding, variability between professions, and persistent misconceptions. Scales measuring capabilities lacked uniformity, and few studies were comparative or observational. Overall, the review suggests noncompetitive undergraduate first-year common semesters or courses positively impact IPCP capability development when robustly assessed, clearly evaluated, and supported by an integrated IPE culture.
TL;DR: In this article , the authors investigated participants' post-licensure interprofessional collaboration (IPC) experiences, how IPE helped prepare them for IPC, their perceptions of the IPE they received as students, and their suggestions for improving IPE.
Abstract: Interprofessional education (IPE) allows students in health professional programs to practice providing collaborative patient care before graduating. Understanding the perceptions and experiences of health care professionals' IPE received prior to entering the workforce is key for improving IPE programs. This study investigated participants' post-licensure interprofessional collaboration (IPC) experiences, how IPE helped prepare them for IPC post-licensure, their perceptions of the IPE they received as students, and their suggestions for improving IPE. This qualitative descriptive study included 20 healthcare workers from seven professions who graduated from two of three co-located post-secondary educational institutions. Data were collected using semi-structured interviews, which were audiotaped and transcribed verbatim. Inductive thematic analysis revealed five themes and six sub-themes: (a) Quality of care; (b) Role clarification; (c) Interpersonal skills (sub-themes: communication and self-confidence); (d) Co-location; and (e) Need for IPE improvements (sub-themes: additional IPE exposures, shadowing experiences, mandatory IPE, and informal peer learning). These findings appear to reinforce the perception that pre-licensure IPE may support the development of skills for IPC among practicing health professionals.
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