Health-care professionals

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Health-care professionals shared and divergent
perspectives on interprofessional practice and
interprofessional educationRedden, K. C., Chin,
K., Birlean, C., Steinert, Y., Shore, B. M.,
Purden, M.
The McGill Educational Initiative on
Interprofessional Collaboration Partnership for
Patient and Family Centered Practice Faculty of
Medicine McGill University
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Introduction

• The McGill Group
• Understand and facilitate IPP and IPE in hospital
  and university settings.
• Evaluation Task Force
• Document the groups development and activities.
• Goal of Current Study
• Describe members perspectives on IPP and IPE.

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Research Questions

• What are various health-care professionals
  personal conceptions of IPP and IPE?
• What are the perceived benefits and challenges to
  IPP and IPE?
• How do professionals see the relationship between
  IPP and IPE?

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Methods

• Participants
• N 9 4 nurses, 2 doctors, 1 physical therapist,
  
• 1 occupational therapist, 1 psychologist
• Researcher-developed open-ended interview
• Data Analysis and Interpretation
• Open Axial Coding (Strauss Corbin, 1998)
• Saturation and 100 agreement on emerging
  patterns
• Results compared to existing models in literature

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Results

• Definition of IPP
• Associated Benefits and Challenges
• Definition of IPE
• Associated Benefits and Challenges
• Relationship between IPP and IPE

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Interpretations

• Shared Conceptions
• Benefits and Challenges of IPP and IPE
• Definitions of IPE
• Divergent Conceptions
• Relationship between IPP and IPE
• Definition of IPP
• Environment
• Hierarchy
• Timing of exposure to IPE
• Reflection of DAmour Oandasans (2005) model

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Implications

• Generated discussion among members of the team
• Baseline data for a longitudinal study focused on
  this groups development over the life of this
  project

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• Thank You
• All Together Better Health
• The McGill Educational Initiative on
  Interprofessional Collaboration Partnerships for
  Family-Centered Practice
• Health Canada

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