Inside-out: normalising practice-based IPE
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Inside‑out: normalising practice‑based IPE Noreen O’Leary1 · Nancy Salmon1 · Amanda M. Clifford1 Received: 14 April 2020 / Accepted: 9 November 2020 © Springer Nature B.V. 2020
Abstract 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. Keywords Interprofessional education · Practice-based · Normalisation Process Theory
Background Healthcare graduates are expected to be collaboration-ready practitioners (Thistlethwaite 2015; World Health Organisation 2010). To achieve this objective, policy-makers, regulators and educators recommend incorporating interprofessional education (IPE) into healthcare education programmes (Khalili et al. 2019; Steven et al. 2017). This can involve classroom, simulated and practice-based IPE. Practice-based IPE involves students from two or more professions learning together at clinical sites (Morphet et al. 2014), facilitating development of collaborative working skills (Rees et al. 2018). The Centre for Advancement in Interprofessional Education (CAIPE) recommend each healthcare student have at least one interprofessional placement during training (CAIPE 2017). Electronic supplementary material The online version of this article (https://doi.org/10.1007/s1045 9-020-10017-8) contains supplementary material, which is available to authorized users. * Noreen O’Leary [email protected] 1
School of Allied Health, University of Limerick, Limerick, Ireland
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Practice-based IPE is complex to implement (Sargeant 2009), necessitating the interaction of different professions from health and education systems in busy clinical settings. Students and clinical educators aim to simultaneously deliver optimal patient care and achieve educational objectives. University staff coordinate placements, support educators and students, and oversee student assessment. Furthermore, practice education is traditionally uniprofessio
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