When students in interprofessional education and practice programmes partner with clients living with a long-term condition, the potential for a better client and educational experience is enhanced when the focus is on client self-management and empowerment. This paper reports the findings from a phenomenological study into the experiences of five clients, six speech language therapy students, eight physiotherapy students, and two clinical educators participating in a university clinic-based interprofessional programme for clients living in the community with Parkinson's Disease. Collaborative hermeneutic analysis was conducted to interpret the texts from client interviews and student and clinical educator focus groups held immediately after the programme. The overarching narratives emerging from the texts were: "client-centredness"; "who am I/why am I here?"; "understanding interprofessional collaboration and development"; "personal and professional development, awareness of self and others"; "the environment - safety and support". These narratives and the meanings within them were drawn together to develop a tentative metaphor-based framework of "navigating interprofessional spaces" showing how the narratives and meanings are connected. The framework identifies a temporal journey toward interprofessional collaboration impacted by diverse identities and understandings of self and others, varying expectations and interpretations of the programme, intra- and interpersonal, cultural and contextual spaces, and uncertainty. Shifts in being and doing and uncertainty appear to characterise client-driven, self-management focused interprofessional teamwork for all participants. These findings indicate that students need ongoing opportunities to share explicit understandings of interprofessional teamwork and dispel assumptions, since isolated interprofessional experiences may only begin to address these temporal processes.

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This study was funded by the Home Office Crime Reduction Programme Violence Against Women. The study used a survey approach in order to obtain information on the amount of knowledge staff in an Obstetric and Gynaecology Directorate had regarding domestic violence. Doctors, Midwives and Nurses in the Unit were asked to complete a questionnaire which focused on their knowledge of the subject in relation to women's health, the impact domestic violence has on gynaecological conditions and the impact on childbirth. The Unit has a strategy in place for women to disclose domestic violence and staff were asked how often women used it. Staff were also asked to disclose their own experience of domestic violence. From the results of the questionnaire, staff identified a limited knowledge of domestic violence and women's health, the strategy in the Unit was not successful and prevalence of domestic abuse amongst the staff to be 21.77%, similar to the national statistic of 23%.

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This paper reports quantitative and descriptive qualitative findings from a mixed-methods study exploring and evaluating the outcomes and experiences of clients, staff and students piloting an integrated interprofessional programme for community members with type II diabetes. The one-day per week, eight-week programme included interprofessional appointments, group education sessions and case conferences led by students from exercise and nutrition, health promotion, nursing, occupational therapy, oral health, physiotherapy, podiatry and counselling psychology. Participants shared their experiences in individual interviews or focus groups. Client outcomes were evaluated using basic clinical indicators and the Canadian Occupational Performance Measure (COPM) that assesses client goal satisfaction and performance. While only small expected changes to clinical indicators were noted, there were moderate increases in mean COPM scores for performance and satisfaction. Descriptive qualitative analysis identified enjoyment from working as a team, better client outcomes and new knowledge or learning as the most frequent experiences. Findings suggested increased self-management empowerment for clients and their support people, while students and staff experienced both learning from, appreciating and educating each other about their own and others' roles, and better collaboration. The success of the pilot programme has led to its continuation; however, timing and resourcing challenges noted by participants could threaten sustainability and accommodation of more clients and students.