Interprofessional education (IPE) in health and social care has been well documented regarding student outcomes. Less has been written from the perspective of those who actually developed IPE. This study explores IPE within the context of a university partnership working with service providers in Southwest London (UK). We focused on the experiences and perspectives of 19 key players who were interviewed about the inception, implementation and development of IPE over 15 years. Our aim was to understand their views of IPE and its evolution over time. Interviewees provided different understandings of IPE, as well as contrasting views regarding its purpose and optimum delivery. Problems such as lack of central planning and the logistics of implementation were also discussed. Paradoxically, however, the participants highlighted positive outcomes and conveyed optimistic messages for the future. Despite various challenges and setbacks, a strong belief in the importance of IPE and a commitment to carrying it through were strong motivators contributing to finding solutions, as were building trust and positive relationships across professional and disciplinary boundaries.
What is known on this subject . The UK healthcare workforce is increasingly diverse, with a significant number of staff being migrants who qualified abroad. . Making the best use of the resources of overseas healthcare professionals is complex, as they face difficulties transferring and utilising their knowledge and skills to the UK healthcare sector. . These professionals' post-migration experiences may lead to poor psychosocial well-being outcomes, such as low self-esteem, frustration, depression, demoralisation and disappointment.
PurposeThe purpose of this paper is to explore whether highly educated refugees have the potential to become active members of the UK knowledge economy and to identify what socio‐political factors are currently excluding/marginalising them.Design/methodology/approachThe empirical work consists of semi‐structured interviews conducted with 15 highly educated refugees residing in the UK. The interviews, which contain theory‐driven and open‐ended questions, elicited how refugees themselves perceive their post‐migration experiences, and especially their employment experiences in the UK.FindingsThe participants do not perceive themselves as passive and incompetent, as they are often portrayed. They also claim that their exclusion/marginalisation from the UK economy is not due to any lack of qualifications and skills from their side, but due to ongoing discriminatory processes and to the long process of getting their qualifications validated.Research limitations/implicationsThe use of a single method and a cross‐sectional design does not allow an understanding of whether and to what extent the findings apply to other disadvantaged populations, which could be clarified through a comparative, longitudinal study.Practical implicationsHighly educated refugees have the potential to become knowledge‐workers, but certain barriers they face suppress this potential. This is why future policies should continuously support refugee agencies and communities that play a vital role in refugees’ lives and work‐related adaptation and encourage the creation of new ones where they are most needed.Originality/valueThis research, by “giving voice” to the selected participants, reveals the existing contrast between highly educated refugees’ own perceptions and the negative socio‐political discourse surrounding them and highlights the contribution that this population can make to the UK knowledge economy.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.