An Ethnographic Study of the Inter-Professional Learning Culture of NHS staff within the Adult Critical Care Clinical Setting

The main aim of the doctoral research is to understand Inter-Professional Learning (IPL) occurring within the specific culture of Adult Critical Care. The research is multi-sited and will occur in 3 NHS Hospitals within the North East of England. It will use focused ethnography, with partial participant observation and interviewing, to develop a rich description of the Inter-Professional Learning culture in adult critical care clinical practice. To understand in-depth critical care practitioners’ perceptions and experiences of IPL, and to identify which factors are perceived to promote or inhibit effective Inter-Professional Learning, health care staff will be observed within the clinical setting of Adult Critical Care. Four occupational groups have been chosen, as a result of their prominence within the clinical setting, to also partake in semi-structured interviews. The research is currently undergoing ethical approval with the R&D departments within the 3 identified NHS Trusts and the doctorate is scheduled for completion at the end of December 2017

Interprofessional learning in adult critical care: early findings of a focused ethnography study

Summary: This poster showcases the emergent findings from a focused ethnographic study looking into the Inter-professional Learning culture within Adult Critical Care settings. The research is being conducted as part of doctoral study and reports early findings from 2 of the 3 critical care units researched. Partial participation observation and semi-structured interviews are being used to collect data and constant comparison analysis has thus far revealed 3 themes: ‘Creating Space & Time for IPL’, ‘Collaborative IPL’ and ‘IPL & Humanistic Values’. The emerging theoretical framework is underpinned with social constructionism,complexity and socio-cultural learning theory

Interprofessional Learning in Adult Critical Care: Early findings of a focused ethnographic study

Background: Due to its complexity, critical care requires numerous professionals to effectively work together (Rose 2011). This clinical setting has the potential to share interprofessional knowledge (Wagter et al. 2012) and Paradis et al. (2014) emphasise that there remains limited knowledge in this area, despite recognition that interprofessional collaboration in critical care units improves patient safety and quality. Further exploration is needed to ascertain how different critical care staff working together also learn with and from each other in this particular environment. Aim: To explore the culture of interprofessional learning (IPL) within adult critical care settings. Method: The multi-site research is in fulfilment of doctoral study. Data collected over 12 months, in 3 different NHS Hospital critical care units, is scheduled for completion in January 2017. A focused ethnography was chosen, to develop a rich description of the interprofessional learning culture, and this involves participants being observed in clinical practice and interviewed. At completion of the study, it is anticipated that approximately 90 hours of observation and 12-36 hours of interviews will have been generated. Data is being analysed using the principles of Grounded Theory and the constant comparison method. Findings: Early analysis of findings, from two of the three study sites, already suggests that IPL does exist in critical care settings and it is complex. It confirms staff are a rich source of knowledge and there appear to be numerous conduits which facilitate effective IPL. Interprofessional Learning is not linear; the depth and recognition of IPL is variable, it is influenced by internal drivers and also by external influences. The adult critical care IPL culture can be shaped by the organisation and by groups, but also individuals in the setting. Variability can be accounted for theoretically by considering a changeable holistic IPL ‘climate’ which is repeatedly influenced by the individuals in the setting at any given time. Conclusion: Whilst data collection remains incomplete; preliminary findings shed light on the intricacies and influencing factors leading to interprofessional learning within adult critical care. This research reveals numerous ways interprofessional learning takes place within adult critical care settings and the influential factors have been found to be multi-faceted. Critical care staff can be affected by both intrinsic and extrinsic influences therefore, individuals behaviour and engagement with IPL may be symptomatic of these extensive factors. 3 research themes are emerging: ‘Creating Space & Time for IPL’, ‘Collaborative IPL’ and ‘IPL & Humanistic Values’. The emerging theoretical framework is underpinned with social constructionism, socio-cultural learning theory and complexity. Implications for practice: This study provides increased understanding of the components which facilitate effective IPL in the adult critical care setting. It has the potential to improve the quality of care for patients and to promote knowledge development of critical care staff. The research findings could optimise the environmental design of learning spaces in adult critical care; ‘creating space for IPL’. The importance of safeguarding time and opportunity for IPL could also be factored into daily critical care practises and adopting a humanistic approach to IPL and team working may also prove beneficial to IPL in adult critical care settings. This exploratory study invites further research into IPL in adult critical care settings to improve the quality of care provided

Ethnography: The Pick of the Crop

Ethnography as a research approach has evolved over time. It has developed from its historical roots within the field of anthropology and is now used widely in a range of different contexts. This presentation will be used for the first session of the 2014/2015 Teeside Qualitative Researcher’s Forum and will begin by considering the vast number of approaches which can now be used within ethnography. The session will then focus more specifically upon a few common approaches adopted in research, such as focused and critical ethnography, among others

Research methodology: Doing ethnography - the journey from research design to data analysis. Research Conversations - Northumbria University Research Series

Vikki will give an overview of the qualitative research methodology of ethnography, and, reflecting on her doctoral experience, will describe the complexities of research design, conducting fieldwork, and challenges with ethnographic data analysis. Short biography: Vikki is a Senior Lecturer in Adult Nursing, with over 20 years of healthcare experience and her clinical expertise is within critical care. Vikki's research and scholarly interests are in interprofessional learning and education, healthcare workforce development, simulation, and patient safety. Vikki currently has a leadership role with the provision of IPE (Interprofessional Education) across 9 health and social care fields at Northumbria University, is a member of the CAIPE (Centre for the Advancement of Interprofessional Education) research working group, and recently completed her doctorate entitled 'Learning in Critical Care: A Focused Ethnography of Interprofessional Learning '. Staff profile: https://www.northumbria.ac.uk/about-us/our-staff/p/vikki-park

Humour: A Bridge to Interprofessional Learning: IP.Global Café International Presentation

Date and Time: 23 September 2022; 12:00 GMT/UTC. 55 Attendees from 7 Countries: England, Ireland, Norway, Sweden, Australia, Netherlands, and Canada. Presenter: Dr Vikki Park, Assistant Professor of Interprofessional Education and Collaborative Practice, Northumbria University (UK) Whilst researching interprofessional learning (IPL) culture in the acute environment of adult critical care, humour emerged as a key influential factor that affected learning between different professions. It served many functions and when used effectively humour could increase rapport between workers, creating trust and psychological safety which made it easier to ask questions. These moments enhanced opportunities for IPL and the increased dialogues often resulted in the co-creation of knowledge between members of the healthcare team. In this IP.Global Café event, Dr Vikki Park provides insight to the findings of her focused ethnographic research with respect to the role of humour and IPL