Abstract:Collaboration around the planning and implementation of interprofessional placements is a complex venture. In striving for success in this work, planning groups need to focus their attention on both internal group-based factors as well external organizational factors.
“…A total of 41 studies were included in the final synthesis . Study characteristics are summarised in Tables .…”
Section: Resultsmentioning
confidence: 99%
“…Within the included studies, much impetus at the presage and process stages came from individuals involved in placement education or managers with interprofessional interests, who took on pivotal roles within the IPP process:Having a champion who is based within the department and accessible to students and other mentors for support and guidance may well encourage engagement in IPL [interprofessional learning]. (Aggregated educator perspective, varied placement sites)…”
Section: Resultsmentioning
confidence: 99%
“…In one instance this led to the termination of a promising IPP:Following the delivery of the pilot placement … the group was similarly affected by the loss [of] a committed educational manager who was replaced by an individual who was unenthusiastic about allowing students to participate in the placement. (Researcher summary, training ward)…”
Context
Interprofessional practice is required to manage complex health care needs globally. It is well established that interprofessional placements (IPP) prepare students to work collaboratively, yet IPP implementation remains limited and disjointed.
Objectives
This review synthesised student, educator and service user perspectives in order to better understand challenges of IPP and provide recommendations for sustainable IPP implementation.
Methods
A systematic metasynthesis of qualitative literature sourced from databases including CINAHL, Embase and PsycINFO was completed. Studies that incorporated student, educator and/or service user perspectives on IPP experiences were included. We focused specifically on factors limiting implementation of IPP. The presage‐process‐product (3P) theory provided the theoretical framework for inductive synthesis of 41 empirical studies. A confidence rating for findings was formulated using CERQual (confidence in evidence from reviews of qualitative research).
Results
We developed three themes, which represent key challenges to IPP becoming embedded in placement culture: (i) thin theoretical foundations underpinned IPP, limiting understanding of the learning processes involved; (ii) implementation relied heavily on individual champions, which curtails investment and sustainability when personnel change, and (iii) students, educators and service users were unsure of the function of IPP and their respective roles, leading to uncertainty along with some negative perceptions of this placement approach.
Conclusions
In line with the 3P theoretical framework, IPP would benefit from explicit connections with educational and change management theories during presage stage IPP requires coordinated leadership and resource investment, and during product stage clear integration of interprofessional learning outcomes in curricula is advised. Addressing the identified challenges across the stages of IPP will support further development of IPP, firmly establishing this approach within placement culture. IPP can them make a significant contribution to the development of a collaborative practice‐ready workforce. This in turn will enhance service user outcomes and safety.
“…A total of 41 studies were included in the final synthesis . Study characteristics are summarised in Tables .…”
Section: Resultsmentioning
confidence: 99%
“…Within the included studies, much impetus at the presage and process stages came from individuals involved in placement education or managers with interprofessional interests, who took on pivotal roles within the IPP process:Having a champion who is based within the department and accessible to students and other mentors for support and guidance may well encourage engagement in IPL [interprofessional learning]. (Aggregated educator perspective, varied placement sites)…”
Section: Resultsmentioning
confidence: 99%
“…In one instance this led to the termination of a promising IPP:Following the delivery of the pilot placement … the group was similarly affected by the loss [of] a committed educational manager who was replaced by an individual who was unenthusiastic about allowing students to participate in the placement. (Researcher summary, training ward)…”
Context
Interprofessional practice is required to manage complex health care needs globally. It is well established that interprofessional placements (IPP) prepare students to work collaboratively, yet IPP implementation remains limited and disjointed.
Objectives
This review synthesised student, educator and service user perspectives in order to better understand challenges of IPP and provide recommendations for sustainable IPP implementation.
Methods
A systematic metasynthesis of qualitative literature sourced from databases including CINAHL, Embase and PsycINFO was completed. Studies that incorporated student, educator and/or service user perspectives on IPP experiences were included. We focused specifically on factors limiting implementation of IPP. The presage‐process‐product (3P) theory provided the theoretical framework for inductive synthesis of 41 empirical studies. A confidence rating for findings was formulated using CERQual (confidence in evidence from reviews of qualitative research).
Results
We developed three themes, which represent key challenges to IPP becoming embedded in placement culture: (i) thin theoretical foundations underpinned IPP, limiting understanding of the learning processes involved; (ii) implementation relied heavily on individual champions, which curtails investment and sustainability when personnel change, and (iii) students, educators and service users were unsure of the function of IPP and their respective roles, leading to uncertainty along with some negative perceptions of this placement approach.
Conclusions
In line with the 3P theoretical framework, IPP would benefit from explicit connections with educational and change management theories during presage stage IPP requires coordinated leadership and resource investment, and during product stage clear integration of interprofessional learning outcomes in curricula is advised. Addressing the identified challenges across the stages of IPP will support further development of IPP, firmly establishing this approach within placement culture. IPP can them make a significant contribution to the development of a collaborative practice‐ready workforce. This in turn will enhance service user outcomes and safety.
“…Curriculum and program modules from other health professional programs that are more established in IPE can be used as a strong starting point. Authors from other professions have previously noted that the planning and implementation of an interprofessional shadowing placement should account for both internal (group-based) and external (management and organizational) issues at the outset [24]. Lastly, measures of effectiveness over time could also be considered [25].…”
Section: Learner-derived and Active Shadowing Experiencesmentioning
The World Health Organization has recently added Interprofessional Education (IPE) to its global health agenda recognizing it as a necessary component of all health professionals' education. We suggest mandatory interprofessional shadowing experiences as a mechanism to be used by chiropractic institutions to address this agenda. IPE initiatives of other professions (pharmacy and medicine) are described along with chiropractic. This relative comparison of professions local to our jurisdiction in Ontario, Canada is made so that the chiropractic profession may take note that they are behind other health care providers in implementing IPE.Interprofessional shadowing experiences would likely take place in a multi-disciplinary clinical setting. We offer an example of how two separate professions within a Family Health Team (FHT) can work together in such a setting to enhance both student learning and patient care. For adult learners, using interprofessional shadowing experiences with learner-derived and active objectives across diverse health professional groups may help to improve the educational experience. Mandatory interprofessional shadowing experiences for chiropractors during their training can enhance future collaborative practice and provide success in reaching a goal common to each profession - improved patient care.
“…They need the shared enthusiasm of the different disciplines involved in the project, not only in the developmental phase, but to sustain and embed it in several different curricula (Reeves 2008). Staff must model good interprofessional practice and communication in their collaboration and facilitation of learning events.…”
Section: Taking Forward Interprofessional Education At Postgraduate Lmentioning
SummaryInterprofessional education, learning which brings together different professional groups, helps to prepare practitioners for effective team-based collaborative practice and is now included in all undergraduate training programmes in the health professions. We explore the merits of team-based interprofessional learning, drawing on learning theory and mental health policy. We endorse the use of a practice-based interprofessional education model involving patients in which students experience the complexity of team working and the clinical team gain a more detailed analysis of team processes, which can enhance the quality of patient care. The model has been replicated for undergraduate education in mental healthcare and could easily be used for postgraduate staff. Interprofessional education at postgraduate level could foster the ongoing team-based reflective learning needed to enable mental health services in the UK to adapt to the dramatic changes both in their organisation and in the roles and responsibilities of individual professions.
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