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Extending conceptual understanding : how interprofessional education influences affective domain development

Stephens, M; Ormandy, P

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Abstract

Background:
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.
Methods: 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).
Results: 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.
Conclusion: 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.
Keywords: Action Research, Interprofessional Education, Interprofessional learning, Health and Social care, Collaboration.

Citation

Stephens, M., & Ormandy, P. (2018). Extending conceptual understanding : how interprofessional education influences affective domain development. Journal of Interprofessional Care, 32(3), 348-357. https://doi.org/10.1080/13561820.2018.1425291

Journal Article Type Article
Acceptance Date Dec 20, 2017
Online Publication Date Jan 25, 2018
Publication Date Jan 25, 2018
Deposit Date Feb 6, 2018
Publicly Available Date Jan 25, 2019
Journal Journal of Interprofessional Care
Print ISSN 1356-1820
Publisher Taylor and Francis
Volume 32
Issue 3
Pages 348-357
DOI https://doi.org/10.1080/13561820.2018.1425291
Publisher URL http://dx.doi.org/10.1080/13561820.2018.1425291
Related Public URLs http://www.tandfonline.com/toc/ijic20/current

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