An Exploration of Interprofessional Education in Four Canadian Undergraduate Nursing Programs

In Canada, formal inclusion of interprofessional education (IPE) curricula within undergraduate nursing programs has occurred since 2012. While there is evidence that Canadian university nursing programs are working to achieve the integration of IPE throughout undergraduate curricula, a gap exists in what is known about IPE integration within Northern Ontario nursing programs, particularly from the perspectives of faculty members and program administrators. This multiple case study explored how four undergraduate university nursing programs in Northern Ontario have integrated IPE into their curricula, including the opportunities and challenges of this work. Data collection occurred at each site between June 2016 and June 2017 and consisted of interviews with program directors (n=3), focus groups (n=10) and interviews (n=3) with faculty members, review of available program documentation and websites, and on-site program observations. Thematic analysis was undertaken for each case and during the cross-case comparison stage. The cross-case synthesis resulted in the following themes: 1) varied understandings of IPE, 2) diverse IPE learning activities within curricula, 3) the requirement for support and resources for IPE and research, 4) student participation and leadership in IPE, and 5) limited IPE evaluation. Faculty development, IPE research, student involvement, and administrative support are required to maintain and sustain IPE. Dissemination of results may encourage further research and dialogue on current IPE practices among nursing programs in Northern Ontario and beyond. Résumé Au Canada, la formation interprofessionnelle (IPE) a été intégrée formellement aux programmes de premier cycle en sciences infirmières depuis 2012. Même s’il appert que les programmes de sciences infirmières des universités canadiennes parviennent à intégrer l’IPE aux programmes de premier cycle, nous en savons peu sur l’avis des membres du corps professoral et des administratrices des programmes relativement à l’intégration de l’IPE aux programmes de sciences infirmières dans le Nord de l’Ontario. Cette étude de cas multiples a permis d’explorer comment quatre programmes de premier cycle de sciences infirmières offerts dans le Nord de l’Ontario ont intégré l’IPE, y compris les opportunités et les défis que cela comporte. Des données ont été recueillies sur chaque site entre juin 2016 et juin 2017par des entrevues auprès de directrices de programme (n=3), des groupes de discussion (n=10), des entrevues de membres du corps professoral (n=3), un examen des documents disponibles et du site Web du programme, ainsi que des observations terrain sur les programmes. Une analyse thématique a été entreprise pour chaque cas et lors de l’étape de comparaison transversale. L’analyse transversale a permis de dégager les thèmes suivants : 1) diverses interprétations de l’IPE; 2) diverses activités d’apprentissage de type IPE dans les programmes d’études; 3) nécessité de soutien et de ressources pour l’IPE et la recherche; 4) participation et leadership des étudiantes dans le cadre de l’IPE; 5) évaluation limitée de l’IPE. Le développement professionnel des membres du corps professoral, la recherche sur l’IPE, la participation des étudiantes et le soutien de l’administration sont nécessaires pour préserver et soutenir l’IPE. La diffusion des résultats pourrait encourager la tenue d’autres recherches et d’un dialogue sur les pratiques actuelles d’IPE dans les programmes de sciences infirmières dans le Nord de l’Ontario et ailleurs

Exploring the Issue of Failure to Fail in Professional Education Programs: A Multidisciplinary Study

There is a universal demand for well-prepared professionals in all disciplines, and society has entrusted professional schools with the task of preparing such individuals (Ralph, Walker, and Wimmer, 2008). Within this context, field or clinical instructors and university faculty have an academic and professional responsibility to teach, supervise, and evaluate students’ field or clinical experience to ensure that each graduate of their program is competent. However, there is evidence that some instructors and university faculty experience difficulty in identifying and making decisions to fail students who display incompetent or unsatisfactory practice (Bogo, Regehr, Power, and Regehr, 2007; Brown, Neudorf, Poitras, and Rodgers, 2007; Hawe, 2003). A qualitative descriptive design was used to explore the issue of “failure to fail” in professional programs including Nursing, Education, and Social Work. Results indicate that: (a) failing a student is a difficult process; (b) both academic and emotional support are required for students and field instructors/preceptors/ faculty advisors; (c) there are consequences for programs, faculty, and students when a student has failed a placement; (d) at times, personal, professional, and structural reasons exist for failing to fail a student; and (e) the reputation of the professional program can be diminished as a result of failing to fail a student. Recommendations for improving the quality of field or clinical experiences and support for students and field instructors/preceptors and will thus improve the quality of our programs and graduates are presented