Extending conceptual understanding : how interprofessional education influences affective domain development

Stephens, M and Ormandy, P 2018, 'Extending conceptual understanding : how interprofessional education influences affective domain development' , Journal of Interprofessional Care , pp. 1-10.

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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.

Item Type: Article
Schools: Schools > School of Health and Society > Centre for Applied Research in Health, Welfare and Policy
Journal or Publication Title: Journal of Interprofessional Care
Publisher: Taylor & Francis
ISSN: 1356-1820
Related URLs:
Depositing User: Mrs Melanie Stephens
Date Deposited: 06 Feb 2018 11:59
Last Modified: 06 Feb 2018 15:02
URI: http://usir.salford.ac.uk/id/eprint/45101

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