Learning from interprofessional education: A cautionary tale

Interprofessional education (IPE) is time consuming to develop and sustain and presents many logistical and practical challenges to curriculum developers. Drawing on findings from an evaluation study of an IPE pilot, this paper brings new insights into both positive implications and potentially nega...

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Bibliographic Details
Published in:Nurse education today 2018-10, Vol.69, p.128-133
Main Authors: Reid, Anne-Marie, Fielden, Shelley A., Holt, Janet, MacLean, Joan, Quinton, Naomi D.
Format: Article
Language:English
Subjects:
Curricula
Curriculum development
Evaluation
First year
Focus groups
Health care
Health services
Human factors
Interdisciplinary aspects
Interdisciplinary education
Interprofessional education
Interprofessional learning
Learning
Medical personnel
Nursing
Nursing education
Patient safety
Patients
Perpetuation
Questionnaires
Safety measures
Social services
Statistical analysis
Stereotypes
Training
Undergraduate students
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Summary:Interprofessional education (IPE) is time consuming to develop and sustain and presents many logistical and practical challenges to curriculum developers. Drawing on findings from an evaluation study of an IPE pilot, this paper brings new insights into both positive implications and potentially negative consequences of delivering large scale IPE. The aim of the study was to evaluate a large scale IPE pilot delivered to students in the first year of their training. The IPE pilot took place on campus and was focused on patient safety (human factors). The study involved 630 first year undergraduates across 10 programmes at a UK university. A mixed methods evaluation was conducted comprising a paper-based survey circulated at the end of the taught session followed by uni-professional focus groups (n = 4). Questionnaire data was subject to descriptive statistical analysis and key themes were generated from the focus group data. Three overarching themes emerged from analysis of the qualitative data: Understanding differences in roles, Learning about stereotypes and Unintended perpetuation of stereotypes. IPE is an important part of the training of all health and social care professionals and the study revealed many benefits of this approach. However, we should be sensitive to the possibility of inadvertently perpetuating negative stereotypes as a consequence of IPE activities. Our work highlights the need for caution when considering the planning and executing IPE activities.
ISSN:0260-6917
1532-2793
DOI:10.1016/j.nedt.2018.07.004