Facilitating classroom based interprofessional learning: A grounded theory study of university educators' perceptions of their role adequacy as facilitators

Derbyshire, Julie, Machin, Alison and Crozier, Suzanne (2014) Facilitating classroom based interprofessional learning: A grounded theory study of university educators' perceptions of their role adequacy as facilitators. Nurse Education Today, 35 (1). pp. 50-56. ISSN 0260-6917

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Official URL: http://dx.doi.org/10.1016/j.nedt.2014.05.001

Abstract

The provision of inter professional learning (IPL) within undergraduate programmes is now well established within many Higher Education Institutions (HEIs). IPL aims to better equip nurses and other health professionals with effective collaborative working skills and knowledge to improve the quality of patient care. Although there is still ambiguity in relation to the optimum timing and method for delivering IPL, effective facilitation is seen as essential. This paper reports on a grounded theory study of university educators' perceptions of the knowledge and skills needed for their role adequacy as IPL facilitators. Data was collected using semi structured interviews with nine participants who were theoretically sampled from a range of professional backgrounds, with varied experiences of education and involvement in facilitating IPL. Constant comparative analysis was used to generate four data categories: creating and sustaining an IPL group culture through transformational IPL leadership (core category), readiness for IPL facilitation, drawing on past interprofessional learning and working experiences and role modelling an interprofessional approach. The grounded theory generated from this study, although propositional, suggests that role adequacy for IPL facilitation is dependent on facilitator engagement in a process of ‘transformational interprofessional learning leadership’ to create and sustain a group culture.

Item Type: Article
Additional Information: Published online before print.
Uncontrolled Keywords: Interprofessional learning, interprofessional education, facilitation, grounded theory, role adequacy
Subjects: X900 Others in Education
Department: Faculties > Health and Life Sciences > School of Health, Community and Education Studies > Healthcare
Depositing User: Becky Skoyles
Date Deposited: 17 Jun 2014 09:27
Last Modified: 10 Aug 2015 11:27
URI: http://nrl.northumbria.ac.uk/id/eprint/16622

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