School of Allied Health, University of Limerick, Limerick, Ireland.
Adv Health Sci Educ Theory Pract. 2021 May;26(2):653-666. doi: 10.1007/s10459-020-10017-8. Epub 2020 Nov 18.
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.
基于实践的跨专业教育（IPE）是培养具备协作能力的劳动力的关键特征，但在医疗保健课程中整合得很差。本研究旨在综合教育者在实施基于实践的 IPE 方面的观点，并提出建议，为可持续的基于实践的 IPE 提供信息。在一所联合健康学校进行了一项民族志案例研究。数据收集包括六次观察、十一次访谈和八项文件的审查。以规范进程理论为指导的反思性主题分析确定了两个关键主题。首先，我们发现需要进行战略规划，制定连贯的实施议程，并对活动进行有计划的反思。其次，与实习合作伙伴建立伙伴关系至关重要。这可以通过支持和拥护实习场所开展的基于实践的 IPE 活动来实现，并确定大学和临床教育者如何能够合作提供可持续的基于实践的 IPE。这些条件为在医疗保健课程中规范基于实践的 IPE 创造了有利环境，使学生、患者和整个医疗服务受益。
