Twelve tips for structuring student placements to achieve interprofessional learning outcomes

Nisbet, Gillian; O’Keefe, Maree; Henderson, Amanda

doi:10.15694/mep.2016.000109

Cited by 8 publications

(15 citation statements)

References 12 publications

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“…There are a range of potential reasons for this. Firstly, IPPs are more challenging logistically than uniprofessional placements as they involve students from at least two different professional programmes . Secondly, the need to provide supervision at both uniprofessional and interprofessional levels during an IPP increases demands on educators .…”

Section: Introductionmentioning

confidence: 99%

“…Firstly, IPPs are more challenging logistically than uniprofessional placements as they involve students from at least two different professional programmes. 12 Secondly, the need to provide supervision at both uniprofessional and interprofessional levels during an IPP increases demands on educators. 13 Thirdly, IPPs occur in the context of dynamic clinical sites and hence require additional risk management 14 and the balancing of innovative student learning opportunities with service user needs.…”

Section: Introductionmentioning

confidence: 99%

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‘Bumping along’: a qualitative metasynthesis of challenges to interprofessional placements

et al. 2019

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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.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

‘Bumping along’: a qualitative metasynthesis of challenges to interprofessional placements

et al. 2019

View full text Add to dashboard Cite

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“…While healthcare students often participate in interprofessional learning activities as part of formal ‘classroom-based’ curricula, 1 their understanding of other healthcare professionals’ roles and interprofessional team-working are often learnt as part of work-based informal learning. 2 3 Healthcare students develop their knowledge and learn skills, behaviours, attitudes and practices, both good and bad—through the structures and cultures of the healthcare workplace and work-based role modelling involving student–clinician interactions. 4 Some of those student-clinician interactions will be interprofessional, with students experiencing (often informally) supervision, feedback and support from clinicians from other healthcare professions.…”

Section: Introductionmentioning

confidence: 99%

“…4 Some of those student-clinician interactions will be interprofessional, with students experiencing (often informally) supervision, feedback and support from clinicians from other healthcare professions. 2 4 5 While the interprofessional learning literature is vast, very little research has explored the content or impact of work-based interprofessional student-clinician (IPSC) interactions. What research has been conducted has focused on postgraduate rather than preregistration learners.…”

Section: Introductionmentioning

confidence: 99%

“… 16 Eraut 17 describes three types of informal learning varying by level of learning intention: implicit, reactive and deliberative learning , 16 which is perhaps why students and teachers do not always recognise informal learning as education. 2 9 Eraut 18 outlined a range of informal workplace learning outcomes including task performance, awareness and understanding, personal development, teamwork, role performance, academic knowledge and skills, decision-making and problem solving and judgment. 16 He suggested four key types of work activity giving rise to informal learning: participation in group activities; working alongside others; tackling challenging tasks and working with clients.…”

Section: Introductionmentioning

confidence: 99%

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Understanding students’ and clinicians’ experiences of informal interprofessional workplace learning: an Australian qualitative study

et al. 2018

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ObjectivesWhile postgraduate studies have begun to shed light on informal interprofessional workplace learning, studies with preregistration learners have typically focused on formal and structured work-based learning. The current study investigated preregistration students’ informal interprofessional workplace learning by exploring students’ and clinicians’ experiences of interprofessional student-clinician (IPSC) interactions.DesignA qualitative interview study using narrative techniques was conducted.SettingStudent placements across multiple clinical sites in Victoria, Australia.ParticipantsThrough maximum variation sampling, 61 participants (38 students and 23 clinicians) were recruited from six professions (medicine, midwifery, nursing, occupational therapy, paramedicine and physiotherapy).MethodsWe conducted 12 group and 10 individual semistructured interviews. Themes were identified through framework analysis, and the similarities and differences in subthemes by participant group were interrogated.ResultsSix themes relating to four research questions were identified: (1) conceptualisations of IPSC interactions; (2) context for interaction experiences; (3) the nature of interaction experiences; (4) factors contributing to positive or negative interactions; (5) positive or negative consequences of interactions and (6) suggested improvements for IPSC interactions. Seven noteworthy differences in subthemes between students and clinicians and across the professions were identified.ConclusionsDespite the results largely supporting previous postgraduate research, the findings illustrate greater breadth and depth of understandings, experiences and suggestions for preregistration education. Educators and students are encouraged to seek opportunities for informal interprofessional learning afforded by the workplace.

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A 3‐year quantitative evaluation of interprofessional team‐based clinical education at an Australian dental school

Storrs

Henderson

Kroon

et al. 2022

Journal of Dental Education

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Purpose/Objectives: Clinical educational challenges led to the Griffith University School of Dentistry and Oral Health (DOH) introducing interprofessional team-based treatment planning (TBTP). This paper evaluates the interprofessional contribution made to student clinical learning and experience among dentistry, oral health therapy, dental prosthetics, and dental technology students. Methods: A mixed methodology approach targeting 845 students collected data annually employing a prevalidated online instrument from 2012 to 2014 to answer the question: "What is the contribution of interprofessional student team-based processes on students' perceptions of interprofessional practice at DOH?" Results: A representative study sample with a 64.4% response rate (N = 544) reported TBTP creating a supportive environment for interprofessional clinical learning. Significant improvements in learning shared across disciplines indicated improvements in mutual respect, understanding roles, and constructive communication enhancing teamwork. There were increasing significant correlations between shared learning and positive clinical experiences from 2012 (r = .642, p < .000) to 2013 (r = .678, p < .000) and 2014 (r = .719, p < .000). A combination of TBTP predictors accounted for 53% of the variance in clinical learning and experience in 2014 compared to 40% in 2012. Conclusion:Learning with other students, developing teamwork abilities, improved communication skills, and respect for other oral health professions were aspects of TBTP that positively impacted clinical learning and practice at DOH. Further study would assist to determine specific elements that made the greatest contribution to student learning experiences.

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Twelve tips for structuring student placements to achieve interprofessional learning outcomes

Cited by 8 publications

References 12 publications

‘Bumping along’: a qualitative metasynthesis of challenges to interprofessional placements

‘Bumping along’: a qualitative metasynthesis of challenges to interprofessional placements

Understanding students’ and clinicians’ experiences of informal interprofessional workplace learning: an Australian qualitative study

A 3‐year quantitative evaluation of interprofessional team‐based clinical education at an Australian dental school

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