TY - JOUR
T1 - Learning to work collaboratively: Nurses’ views of their pre-registration interprofessional education and its impact on practice
AU - Derbyshire, Julie
AU - Machin, Alison
PY - 2011
Y1 - 2011
N2 - One of the challenges of contemporary health care is the need for health and social care professionals to work differently to meet the complex needs of patients/clients. However it cannot be assumed that these professionals have been prepared with the skills and confidence to collaborate effectively, outside of traditional professional boundaries. Interprofessional education (IPE) is well established as an effective learning and teaching approach to prepare practitioners for collaborative practice at the point of qualification ( [Department of Health, 2001], [Hale, 2003], [Morison et al., 2003], [Department of Health, 2006] and [Hammick et al., 2007]). The phenomenological study reported in this paper sought to follow up a group of newly qualified adult nurses at six months post-qualification. These nurses had undertaken a pre-registration curriculum in which classroom-based interprofessional learning was well embedded and formally assessed within their three year programme. Data from eight in depth interviews were analysed and five key themes were emerged: common understanding of IPE; teaching and learning; understanding of professional roles; stereotypes; influence of the practice environment. The outcome of the study suggested IPE should be as practice focused as possible to improve its relevance to nursing practice. This study contributed to the development of an innovative curriculum which provides the opportunity for nurses to integrate IPE theory within their collaborative working practice.
AB - One of the challenges of contemporary health care is the need for health and social care professionals to work differently to meet the complex needs of patients/clients. However it cannot be assumed that these professionals have been prepared with the skills and confidence to collaborate effectively, outside of traditional professional boundaries. Interprofessional education (IPE) is well established as an effective learning and teaching approach to prepare practitioners for collaborative practice at the point of qualification ( [Department of Health, 2001], [Hale, 2003], [Morison et al., 2003], [Department of Health, 2006] and [Hammick et al., 2007]). The phenomenological study reported in this paper sought to follow up a group of newly qualified adult nurses at six months post-qualification. These nurses had undertaken a pre-registration curriculum in which classroom-based interprofessional learning was well embedded and formally assessed within their three year programme. Data from eight in depth interviews were analysed and five key themes were emerged: common understanding of IPE; teaching and learning; understanding of professional roles; stereotypes; influence of the practice environment. The outcome of the study suggested IPE should be as practice focused as possible to improve its relevance to nursing practice. This study contributed to the development of an innovative curriculum which provides the opportunity for nurses to integrate IPE theory within their collaborative working practice.
KW - interprofessional
KW - collaboration
KW - teamwork
KW - practice
U2 - 10.1016/j.nepr.2010.11.010
DO - 10.1016/j.nepr.2010.11.010
M3 - Article
SN - 1471-5953
VL - 11
SP - 239
EP - 244
JO - Nurse Education in Practice
JF - Nurse Education in Practice
IS - 4
ER -