The study described in this paper focuses on an interprofessional learning (IPL) in practice project. The project entailed appointing a number of IPL in practice facilitators whose task it was to assist clinical teams to develop opportunities for students to engage in IPL. The evaluation described focuses on one of the initial project sites, a rehabilitation ward in a community hospital. The evaluation aimed to establish a range of differing perspectives on the project including service users, steering group members, the clinical team and participating students. Narrative data were collected using focus groups, one-to-one interviews, documentary analysis and postal and electronic questionnaires. Triangulation approaches were used to analyse data and the findings were largely positive. Lessons learnt included such things as practical difficulties of introducing IPL in practice, effective use of lay persons in professional education and the difficulties of engaging medical staff in such initiatives. Limitations of the study include difficulties in getting students to participate in either focus group discussions or one-to-one interviews; therefore, alternative data sources had to be deployed, such as e-mail contact. Conclusions are that even when an experienced IPL facilitator is in post there is a need to foster practice staffs’ commitment to IPL.
Jinks, A., Armitage, H., & Pitt, R. (2009). A qualitative evaluation of an interprofessional learning project. Learning In Health & Social Care, 8(4), 263-271. https://doi.org/10.1111/j.1473-6861.2009.00219.x