Extending conceptual understanding : how interprofessional education influences affective domain development

Background: Interprofessional learning (IPL) can influence affective domain development of students, through teaching activities that facilitate learning with, from and about other professions. Current quantitative evidence offers limited explanation of how this learning is achieved within IPL programmes. This original paper tests a conceptual framework drawn from theories on IPL and affective domain development (attitudes, values and behaviours) to explain what works for whom, when and in what circumstances. Methods: The objectives of the study were twofold: to evaluate the impact of the IPL programme on the student’s attitudes and values, and identify behaviour changes in clinical practice towards interprofessional working. Using an action research approach, based in practice, an IPL programme was delivered over six weeks. Students from five professional disciplines: nursing, radiography, physiotherapy, social work, and podiatry (n=63) participated over the two action research cycles and in semi structured focus groups (n=37). Results: The recorded personal experiences of the IPL activities on the students were examined in relation to the: type of activity; impact on the affective domain of learning (attitude, value, or behaviour) and self-reported outcome on application to their practice. Modification in affective domain development was measured to identification or internalisation stage for 30 of the students. Self-reported outcomes on application to practice included direct impact on patient care, personal resilience building, improved communication and ability to challenge practice. Conclusion: This paper presents a conceptual framework not evident in current research, in regards to what IPL works for whom, in what circumstances and when. IPL Activities that address a personal reward or incentive and are delivered over 4 weeks, imitating ‘circles of care,’ that explore self-assessment, team building and reflection can lead to sustained change in values, attitudes and behaviours. Keywords: Action Research, Interprofessional Education, Interprofessional learning, Health and Social care, Collaboration

Root dynamics and survival in a nutrient-poor and species-rich woodland under a drying climate

Background and aims In Australia’s Mediterranean hyperdiverse vegetation, species that produce cluster roots to mobilise poorly-available nutrients (e.g. Banksia spp.) are an important functional and structural component. Cluster roots are only active during the wet season, indicating a strong dependence on suitable surface soil moisture conditions. Winter rainfall in this region is declining due to global climate change, with a delayed commencement of rains and a decline in precipitation. It is unknown how lower soil moisture levels will affect the root dynamics of these globally-significant plant communities. Methods We determined the root dynamics and root lifespan with minirhizotrons with or without irrigation to simulate reduced rainfall scenarios. Results We found a major effect of irrigation on the early production (0.24 m m-2 d-1 increase), occurrence (97% increase) of cluster roots and only slight effects on lifespan (~10 days less) of all root types. With irrigation, the resultant greater soil moisture levels increased the deployment of cluster roots. Apart from cluster roots, the dynamics of other roots did not decline at lower soil moisture levels, suggesting that this system shows some resilience to decreased rainfall. Conclusions Future research should focus on assessing if climate-altered cluster-root activity may be promoting compositional shifts in plant communities with additional restraining effects on root trait diversity