The contribution of theory to an ethnographic case study on interprofessional placements in healthcare education

ABSTRACT

Theoretical frameworks add depth to research and increase the transferability of findings. Unfortunately, theory application within interprofessional research is often ad hoc, superficial and poorly reported. Consequently, there are limited examples for researchers in the field to draw on when selecting and applying theory. In this paper, we explore how a suite of sociomaterial, and sociological theories were selected to guide an ethnographic case study about interprofessional placements. Theory supported development of nuanced data collection tools. This facilitated comprehensive exploration of the factors impacting interprofessional placements, beyond those immediately visible. The use of a combination of theories was well suited to this complex phenomenon. We recommend research methodology training aims to develop researcher facility with theory and more consistent consideration of theory in reporting and quality appraisal tools. This may support more meaningful theory application, generating findings with deeply embedded theoretical foundations in interprofessional research.

KEYWORDS:

• Healthcare
• educational research
• research design
• theory

Disclosure statement

The authors report no conflict of interest.

Additional information

Funding

This paper was funded by a scholarship held by the first author, Noreen O’Leary at the School of Allied Heath, University of Limerick, Ireland.

Notes on contributors

Noreen O’Leary

Noreen O’Leary research initially focused on professional identity development, during clinical education and in the early stages of professional working. This was driven by Noreen’s interest in professional socialisation as part of the clinical education process. Among other things, this highlighted the importance and challenges of interprofessional practice for healthcare graduates

Nancy Salmon

Nancy Salmon research, teaching and life experiences created a career path that intertwines health professional practice, critical disability theory and community engagement through participatory research approaches. She is particularly concerned with how ableism quietly shapes the interactions between health professionals, people with disabilities and the societies we all re/create.

Amanda M. Clifford

Amanda M. Clifford current research programme of work includes the design and evaluation of interventions to optimise health and wellbeing, prevent falls and the role of technology in rehabilitation. She is also interested in evaluating and optimising teaching, learning and assessment practices in higher education, including interprofessional education and interprofessional practice for healthcare students and graduates.