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Inside-out: normalising practice-based IPE

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Abstract

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.

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Acknowledgements

The authors would like to thank Dr Louise Larkin, Dr Jon Salsberg and Ms Joanne Mannion for reviewing earlier drafts of this paper.

Funding

Scholarship held by the first author at the School of Allied Health, University of Limerick, Ireland.

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  1. School of Allied Health, University of Limerick, Limerick, Ireland

    Noreen O’Leary, Nancy Salmon & Amanda M. Clifford

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  1. Noreen O’Leary
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Correspondence to Noreen O’Leary.

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O’Leary, N., Salmon, N. & Clifford, A.M. Inside-out: normalising practice-based IPE. Adv in Health Sci Educ 26, 653–666 (2021). https://doi.org/10.1007/s10459-020-10017-8

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