10.17866/rd.salford.5977123.v1
Melanie Stephens
Melanie
Stephens
Paula Ormandy
Paula
Ormandy
Extending conceptual understanding: How interprofessional education influences affective domain development
University of Salford
2018
action research project
Health and social care
Interprofessional education (IPE)
Interprofessional Learning
Higher Education
Medicine, Nursing and Health Curriculum and Pedagogy
2018-03-13 13:02:05
Journal contribution
https://salford.figshare.com/articles/journal_contribution/Extending_conceptual_understanding_How_interprofessional_education_influences_affective_domain_development/5977123
<strong>Background:</strong><br>
Interprofessional learning (IPL) can influence affective domain
development of students, through teaching activities that facilitate
learning with, from and about other professions. Current quantitative
evidence offers limited explanation of how this learning is achieved
within IPL programmes. This original paper tests a conceptual framework
drawn from theories on IPL and affective domain development (attitudes,
values and behaviours) to explain what works for whom, when and in what
circumstances.<br>
<strong>Methods:</strong><br> The objectives of the study were twofold:
to evaluate the impact of the IPL programme on the student’s attitudes
and values, and identify behaviour changes in clinical practice towards
interprofessional working. Using an action research approach, based in
practice, an IPL programme was delivered over six weeks. Students from
five professional disciplines: nursing, radiography, physiotherapy,
social work, and podiatry (n=63) participated over the two action
research cycles and in semi structured focus groups (n=37).<br>
<strong>Results:</strong><br> The recorded personal experiences of the
IPL activities on the students were examined in relation to the: type of
activity; impact on the affective domain of learning (attitude, value,
or behaviour) and self-reported outcome on application to their
practice. Modification in affective domain development was measured to
identification or internalisation stage for 30 of the students.
Self-reported outcomes on application to practice included direct impact
on patient care, personal resilience building, improved communication
and ability to challenge practice.<br>
<strong>Conclusion:</strong><br> This paper presents a conceptual
framework not evident in current research, in regards to what IPL works
for whom, in what circumstances and when. IPL Activities that address a
personal reward or incentive and are delivered over 4 weeks, imitating
‘circles of care,’ that explore self-assessment, team building and
reflection can lead to sustained change in values, attitudes and
behaviours.