Understanding students' and clinicians' experiences of informal interprofessional workplace learning: an Australian qualitative study

Charlotte E Rees; Paul Crampton; Fiona Kent; Ted Brown; Kerry Hood; Michelle Leech; Jennifer Newton; Michael Storr; Brett Williams

doi:10.1136/bmjopen-2017-021238

Understanding students' and clinicians' experiences of informal interprofessional workplace learning: an Australian qualitative study

Charlotte E Rees, Paul Crampton, Fiona Kent, Ted Brown, Kerry Hood, Michelle Leech, Jennifer Newton, Michael Storr, Brett Williams

The Hull York Medical School

Research output: Contribution to journal › Article › peer-review

Abstract

OBJECTIVES: While postgraduate studies have begun to shed light on informal interprofessional workplace learning, studies with preregistration learners have typically focused on formal and structured work-based learning. The current study investigated preregistration students' informal interprofessional workplace learning by exploring students' and clinicians' experiences of interprofessional student-clinician (IPSC) interactions.

DESIGN: A qualitative interview study using narrative techniques was conducted.

SETTING: Student placements across multiple clinical sites in Victoria, Australia.

PARTICIPANTS: Through maximum variation sampling, 61 participants (38 students and 23 clinicians) were recruited from six professions (medicine, midwifery, nursing, occupational therapy, paramedicine and physiotherapy).

METHODS: We conducted 12 group and 10 individual semistructured interviews. Themes were identified through framework analysis, and the similarities and differences in subthemes by participant group were interrogated.

RESULTS: Six themes relating to four research questions were identified: (1) conceptualisations of IPSC interactions; (2) context for interaction experiences; (3) the nature of interaction experiences; (4) factors contributing to positive or negative interactions; (5) positive or negative consequences of interactions and (6) suggested improvements for IPSC interactions. Seven noteworthy differences in subthemes between students and clinicians and across the professions were identified.

CONCLUSIONS: Despite the results largely supporting previous postgraduate research, the findings illustrate greater breadth and depth of understandings, experiences and suggestions for preregistration education. Educators and students are encouraged to seek opportunities for informal interprofessional learning afforded by the workplace.

Original language	English
Article number	e021238
Pages (from-to)	1-14
Number of pages	14
Journal	BMJ Open
Volume	8
Issue number	4
DOIs	https://doi.org/10.1136/bmjopen-2017-021238 https://doi.org/10.1136/bmjopen-2017-021238
Publication status	Published - 17 Apr 2018

Bibliographical note

Keywords

Female
Humans
Interprofessional Relations
Learning
Male
Midwifery
Pregnancy
Qualitative Research
Students, Medical
Students, Nursing
Victoria
Workplace

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e021238.full
© Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018.
Final published version, 297 KBLicence: CC BY
e021238.full
© 2018, The Author(s).
Final published version, 297 KBLicence: CC BY

Cite this

Rees, C. E., Crampton, P., Kent, F., Brown, T., Hood, K., Leech, M., Newton, J., Storr, M., & Williams, B. (2018). Understanding students' and clinicians' experiences of informal interprofessional workplace learning: an Australian qualitative study. BMJ Open, 8(4), 1-14. Article e021238. https://doi.org/10.1136/bmjopen-2017-021238, https://doi.org/10.1136/bmjopen-2017-021238

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title = "Understanding students' and clinicians' experiences of informal interprofessional workplace learning: an Australian qualitative study",

abstract = "OBJECTIVES: While postgraduate studies have begun to shed light on informal interprofessional workplace learning, studies with preregistration learners have typically focused on formal and structured work-based learning. The current study investigated preregistration students' informal interprofessional workplace learning by exploring students' and clinicians' experiences of interprofessional student-clinician (IPSC) interactions.DESIGN: A qualitative interview study using narrative techniques was conducted.SETTING: Student placements across multiple clinical sites in Victoria, Australia.PARTICIPANTS: Through maximum variation sampling, 61 participants (38 students and 23 clinicians) were recruited from six professions (medicine, midwifery, nursing, occupational therapy, paramedicine and physiotherapy).METHODS: We conducted 12 group and 10 individual semistructured interviews. Themes were identified through framework analysis, and the similarities and differences in subthemes by participant group were interrogated.RESULTS: Six themes relating to four research questions were identified: (1) conceptualisations of IPSC interactions; (2) context for interaction experiences; (3) the nature of interaction experiences; (4) factors contributing to positive or negative interactions; (5) positive or negative consequences of interactions and (6) suggested improvements for IPSC interactions. Seven noteworthy differences in subthemes between students and clinicians and across the professions were identified.CONCLUSIONS: Despite the results largely supporting previous postgraduate research, the findings illustrate greater breadth and depth of understandings, experiences and suggestions for preregistration education. Educators and students are encouraged to seek opportunities for informal interprofessional learning afforded by the workplace.",

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Rees, CE, Crampton, P, Kent, F, Brown, T, Hood, K, Leech, M, Newton, J, Storr, M & Williams, B 2018, 'Understanding students' and clinicians' experiences of informal interprofessional workplace learning: an Australian qualitative study', BMJ Open, vol. 8, no. 4, e021238, pp. 1-14. https://doi.org/10.1136/bmjopen-2017-021238, https://doi.org/10.1136/bmjopen-2017-021238

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T1 - Understanding students' and clinicians' experiences of informal interprofessional workplace learning

T2 - an Australian qualitative study

AU - Rees, Charlotte E

AU - Crampton, Paul

AU - Kent, Fiona

AU - Brown, Ted

AU - Hood, Kerry

AU - Leech, Michelle

AU - Newton, Jennifer

AU - Storr, Michael

AU - Williams, Brett

PY - 2018/4/17

Y1 - 2018/4/17

N2 - OBJECTIVES: While postgraduate studies have begun to shed light on informal interprofessional workplace learning, studies with preregistration learners have typically focused on formal and structured work-based learning. The current study investigated preregistration students' informal interprofessional workplace learning by exploring students' and clinicians' experiences of interprofessional student-clinician (IPSC) interactions.DESIGN: A qualitative interview study using narrative techniques was conducted.SETTING: Student placements across multiple clinical sites in Victoria, Australia.PARTICIPANTS: Through maximum variation sampling, 61 participants (38 students and 23 clinicians) were recruited from six professions (medicine, midwifery, nursing, occupational therapy, paramedicine and physiotherapy).METHODS: We conducted 12 group and 10 individual semistructured interviews. Themes were identified through framework analysis, and the similarities and differences in subthemes by participant group were interrogated.RESULTS: Six themes relating to four research questions were identified: (1) conceptualisations of IPSC interactions; (2) context for interaction experiences; (3) the nature of interaction experiences; (4) factors contributing to positive or negative interactions; (5) positive or negative consequences of interactions and (6) suggested improvements for IPSC interactions. Seven noteworthy differences in subthemes between students and clinicians and across the professions were identified.CONCLUSIONS: Despite the results largely supporting previous postgraduate research, the findings illustrate greater breadth and depth of understandings, experiences and suggestions for preregistration education. Educators and students are encouraged to seek opportunities for informal interprofessional learning afforded by the workplace.

AB - OBJECTIVES: While postgraduate studies have begun to shed light on informal interprofessional workplace learning, studies with preregistration learners have typically focused on formal and structured work-based learning. The current study investigated preregistration students' informal interprofessional workplace learning by exploring students' and clinicians' experiences of interprofessional student-clinician (IPSC) interactions.DESIGN: A qualitative interview study using narrative techniques was conducted.SETTING: Student placements across multiple clinical sites in Victoria, Australia.PARTICIPANTS: Through maximum variation sampling, 61 participants (38 students and 23 clinicians) were recruited from six professions (medicine, midwifery, nursing, occupational therapy, paramedicine and physiotherapy).METHODS: We conducted 12 group and 10 individual semistructured interviews. Themes were identified through framework analysis, and the similarities and differences in subthemes by participant group were interrogated.RESULTS: Six themes relating to four research questions were identified: (1) conceptualisations of IPSC interactions; (2) context for interaction experiences; (3) the nature of interaction experiences; (4) factors contributing to positive or negative interactions; (5) positive or negative consequences of interactions and (6) suggested improvements for IPSC interactions. Seven noteworthy differences in subthemes between students and clinicians and across the professions were identified.CONCLUSIONS: Despite the results largely supporting previous postgraduate research, the findings illustrate greater breadth and depth of understandings, experiences and suggestions for preregistration education. Educators and students are encouraged to seek opportunities for informal interprofessional learning afforded by the workplace.

KW - Female

KW - Humans

KW - Interprofessional Relations

KW - Learning

KW - Male

KW - Midwifery

KW - Pregnancy

KW - Qualitative Research

KW - Students, Medical

KW - Students, Nursing

KW - Victoria

KW - Workplace

U2 - 10.1136/bmjopen-2017-021238

DO - 10.1136/bmjopen-2017-021238

M3 - Article

C2 - 29666140

SN - 2044-6055

VL - 8

SP - 1

EP - 14

JO - BMJ Open

JF - BMJ Open

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M1 - e021238

ER -