Refreshed…reinforced…reflective: a qualitative exploration of interprofessional education facilitators' own interprofessional learning and collaborative practice

Evans, Sherryn, Shaw, Nicole, Ward, Catherine and Hayley, Alexa 2016, Refreshed…reinforced…reflective: a qualitative exploration of interprofessional education facilitators' own interprofessional learning and collaborative practice, Journal of interprofessional care, vol. 30, no. 6, pp. 702-709, doi: 10.1080/13561820.2016.1223025.

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Title Refreshed…reinforced…reflective: a qualitative exploration of interprofessional education facilitators' own interprofessional learning and collaborative practice
Author(s) Evans, SherrynORCID iD for Evans, Sherryn orcid.org/0000-0001-8783-7564
Shaw, NicoleORCID iD for Shaw, Nicole orcid.org/0000-0002-2491-1883
Ward, CatherineORCID iD for Ward, Catherine orcid.org/0000-0002-3317-3181
Hayley, Alexa
Journal name Journal of interprofessional care
Volume number 30
Issue number 6
Start page 702
End page 709
Total pages 8
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2016
ISSN 1469-9567
Keyword(s) Behaviours
collaborative practice
facilitators
interprofessional education
interprofessional learning
online
Science & Technology
Life Sciences & Biomedicine
Health Care Sciences & Services
Health Policy & Services
EXPERIENCE
Summary While there is extensive research examining the outcomes of interprofessional education (IPE) for students, minimal research has investigated how facilitating student learning influences the facilitators themselves. This exploratory case study aimed to explore whether and how facilitating IPE influences facilitators' own collaborative practice attitudes, knowledge, and workplace behaviours. Sixteen facilitators of an online pre-licensure IPE unit for an Australian university participated in semi-structured telephone interviews. Inductive thematic analysis revealed three emergent themes and associated subthemes characterising participants' reflexivity as IPE facilitators: interprofessional learning; professional behaviour change; and collaborative practice expertise. Participants experienced interprofessional learning in their role as facilitators, improving their understanding of other professionals' roles, theoretical and empirical knowledge underlying collaborative practice, and the use and value of online communication. Participants also reported having changed several professional behaviours, including improved interprofessional collaboration with colleagues, a change in care plan focus, a less didactic approach to supervising students and staff, and greater enthusiasm impressing the value of collaborative practice on placement students. Participants reported having acquired their prior interprofessional collaboration expertise via professional experience rather than formal learning opportunities and believed access to formal IPE as learners would aid their continuing professional development. Overall, the outcomes of the IPE experience extended past the intended audience of the student learners and positively impacted on the facilitators as well.
Language eng
DOI 10.1080/13561820.2016.1223025
Field of Research 130313 Teacher Education and Professional Development of Educators
1117 Public Health And Health Services
Socio Economic Objective 970111 Expanding Knowledge in the Medical and Health Sciences
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30089254

Document type: Journal Article
Collections: Faculty of Health
School of Psychology
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