An interpretive phenomenological analysis of interprofessional education: An investigation of the experiences of pre-registration healthcare students

Abstract

This research study explores the way in which pre-registration healthcare students experience interprofessional education (IPE) using Interpretative Phenomenological Analysis (IPA). The research involved four pre-registration healthcare students at CCCU from two year groups who experienced IPE delivered in different ways. Two participants were midwifery students, one participant was an occupational therapy student and one was an adult nursing student. Semi-structured interviews were held to facilitate a guided conversation. Each participant was interviewed on two separate occasions eight months apart. Interviews were recorded and transcribed. Transcripts were analysed and emerging themes were identified and examined, with the researcher considering and reflecting on his own interpretation.

New knowledge has emerged from this research with regard to the impact of how facilitators communicate with students during IPE, the extent to which IPE activities can impact on student’s self-awareness and the impact that race and diversity may have on the student experience of IPE. Findings from this study have also reinforced the findings of previous studies including how having contact with students and professionals from different groups positively affects how members of other professional groups may be perceived, can improve working relationships and that hierarchy exists both between professional groups and within professional groups.

The recommendations from this research are considered to be of interest to both academic and clinical staff. Due to the idiographic nature of IPA, this research offered an insight into the local context and specific programmes. However, it is suggested that findings might be used to positively inform the development of IPE programmes and activities more broadly, as they highlight some of the issues associated with IPE that result in students having a positive, or conversely negative experience of IPE.

Date of Award	2021
Original language	English
Awarding Institution	Canterbury Christ Church University