The influence of culture, structure, and human agency on interprofessional learning in a neurosurgical practice learning setting: a case study

ABSTRACT

The World Health Organization supports the notion that interprofessional learning (IPL) improves healthcare outcomes and contributes to safe, effective, and high-quality care. Consequently, IPL is an integral component within most UK undergraduate healthcare programs. Although much is written about IPL, research to date has mainly focused on the classroom or simulation lab as a setting for IPL. Less is known about how the practice learning environment influences the experiences and outcomes for those involved. A case study research design, situated within a critical realist framework, was undertaken which aimed to better understand how IPL was facilitated for undergraduate healthcare students within a neurosurgical practice learning setting. Interviews, non-participatory observations, and secondary documentary data were used as the methods of data collection to inform the case. Thematic analysis was undertaken, and the findings clustered into overarching themes of culture, structure, and human agency, facilitating a more in-depth exploration of the complex interplay between the factors influencing IPL in the study setting. IPL was supported within the setting which operated as an ‘interprofessional community of practice,’ facilitating student engagement and investing in its staff for the benefit of the patients who had complex neurological needs. A practice-based IPL Multi-Dimensional Assessment Tool was also created to enable colleagues in practice learning environments worldwide to better understand their capability and capacity for the facilitation of practice-based IPL.

KEYWORDS:

• Case study
• collaboration
• interprofessional learning
• neurology
• practice education

Ethics

Approval gained by the University Ethics Committee and IRAS (139577).

Supplementary material

Supplemental data for this article can be accessed on the publisher’s website.

Additional information

Funding

No funding required

Notes on contributors

Julie A Derbyshire

Julie A Derbyshire [Prof. Doc. (Ed), MSc, PgDip Ed (Health), BA (Hons), Dip Nursing, RGN, HEA Fellow]: Julie is Director of Apprenticeships and Senior Lecturer in Nursing at Northumbria University in Newcastle, where she predominantly teaching undergraduate nursing students. Julie has a specialist interest in inter-professional learning, service improvement, neurosurgical nursing and models of health care education. She is also lead admissions tutor for undergraduate nursing programmes and works closely with NHS Trust partners to develop health care practice.

Alison Machin

Alison Machin [PhD MSc PGCE BSc (hons) DPSN RGN RHV FHEA]: Alison is Professor of Nursing and Interprofessional Education and Deputy Faculty Pro Vice-Chancellor, Faculty of Health and Life Sciences, Northumbria University in Newcastle. She is also Executive Member (workforce) of the Council of Deans of Health and a Trustee of CAIPE, the Centre for the Advancement of Interprofessional Education. She is currently Co-editor of a CAIPE book series on Collaborative Practice in Health and Social Care. Her research interests include: interprofessional education; nursing and healthcare collaborative workforce development; professional identity; health visiting; and public health; using qualitative methodologies including grounded theory.