Park, Vikki

English

Northumbria Research Link

Citation: Park, Vikki (2015) Inter-professional learning in adult critical care. In: Northumbria University Research Conference 2015, 20th May 2015, Newcastle-upon-Tyne. URL:  https://www.northumbria.ac.uk/researchandconsultan... <https://www.northumbria.ac.uk/researchandconsultancy/nrc15/>This  version  was  downloaded  from  Northumbria  Research  Link: http://nrl.northumbria.ac.uk/28236/Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University’s research output. Copyright © and moral rights for items on NRL are retained by the individual author(s) and/or other copyright owners.  Single copies of full items can be reproduced,  displayed or  performed,  and given to  third parties in  any format  or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, title and full bibliographic details are given, as well  as a hyperlink and/or URL to the original metadata page. The content must  not  be changed in any way. Full items must not be sold commercially in any format or medium without  formal  permission  of  the  copyright  holder.   The  full  policy  is  available  online: http://nrl.northumbria.ac.uk/policies.htmlThis document may differ from the final, published version of the research and has been made available online in accordance with publisher policies. To read and/or cite from the published version of the research, please visit the publisher’s website (a subscription may be required.)Inter-Professional Learning in Adult Critical Care  . Vikki Park    ..  References:   Cruz, E.V. and Higginbottom, G. (2013) The use of focused ethnography in nursing research Nurse Researcher 20 (4) pp.36-43  Hammersley, M. and Atkinson, P. (1997) Ethnography: Principles in Practice 2nd edn. Routledge  Reeves, S., Zwarenstein, M., Goldman, J., Barr, H., Freeth, D., Hammick, M.; and Koppel, I. (2009) Interprofessional education: effects on professional practice and health care outcomes (Review) The Cochrane Collaboration Issue 1 The Cochrane Library  Reeves, S., Kuper, A.; and Hodges, B.D. (2008) Qualitative research methodologies: ethnography British Medical Journal 337 (7668)  pp.512-514   Rothschild, J.M.; Landrigan, C.P; Cronin, J.W.; Kaushal. R; Lockley, S.W.; Burdick, E.; Stone, P.H.; Lilly, C.M.; Katz, J.T; Czeisler, C.A and Bates, D.W (2005) The Critical Care Safety Study: The incidence and nature of adverse events and serious medical errors in intensive care* Critical Care Medicine 33 (8) pp.1694-1700    For further information please contact: Vikki Park, Senior Lecturer, Northumbria University, Faculty of Health and Life Sciences vikki2.park@northumbria.ac.uk  Research title An ethnographic study of the Inter-Professional Learning culture of NHS staff within the adult critical care clinical setting. Objectives 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 Inter-Professional Learning within adult critical care clinical practice. To identify which factors are perceived to promote or inhibit effective Inter-Professional Learning. Methodology A naturalistic qualitative approach will be adopted using ethnography to observe the interprofessional interactions of NHS critical care staff which may present learning opportunities within their natural setting, and in their ‘natural state’ (Hammersley and Atkinson 1997). “Ethnographic research aims to provide rich, holistic insights into people’s views and actions as well as the nature of the location they inhabit through the collection of detailed observations and interviews (Reeves et al. 2008 p.512).”  Focused ethnography has been chosen, also known as micro-ethnography, to focus upon one distinct issue within a culture in specific settings (Cruz and Higginbottom 2013). Using focused ethnography the distinct issue of IPL will therefore be explored specifically in adult critical care settings. Method Stage I:  Partial-participant observation  Sample: Three adult NHS critical care units   All professionals within the environment Duration: Observations spanning 4 months per unit  Stage II:  Interviews  Sample:  n= 4-12 per critical care department   4 occupational groups: Nurse, Doctor, Health  Care Assistant, Physiotherapist Duration: Individual interviews ≤ 1 hour Coming to a Critical Care Unit near you? It is proposed the research will take place within three units within the North of England and the research is currently undergoing stages of ethical approval. Background Research Design Aim    To understand Inter-Professional Learning occurring within the specific culture of adult critical care.  For the purpose of this study IPL is defined as: Learning which happens between different occupational groups through the collaborative sharing of expertise, knowledge and experience.  Critical care is acknowledged as a complex and fast-paced care environment (Rothschild et al. 2005). The intensive level of patient care results in frequent interactions between different professional groups, therefore potentially increasing opportunity for collaborative practice and Inter-Professional Learning (IPL)  to occur in this particular clinical setting. A body of evidence is accumulating to support the potential benefits to patients, staff and organisations as a result of Inter-Professional Learning through interprofessional education and collaborative practice (Reeves et al. 2009).  However, research into Inter-Professional Learning within the specific area of critical care is  limited.  My research aims to explore this further. 

Inter-professional learning in adult critical care

Citation: Park, Vikki (2014) Inter-Professional Learning in Adult Critical Care. In: NoECCN Annual Conference 2014, 15 October 2014, Durham. URL: This  version  was  downloaded  from  Northumbria  Research  Link: http://nrl.northumbria.ac.uk/18273/Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University’s research output. Copyright © and moral rights for items on NRL are retained by the individual author(s) and/or other copyright owners.  Single copies of full items can be reproduced,  displayed or  performed,  and given to  third parties in  any format  or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, title and full bibliographic details are given, as well  as a hyperlink and/or URL to the original metadata page. The content must  not  be changed in any way. Full items must not be sold commercially in any format or medium without  formal  permission  of  the  copyright  holder.   The  full  policy  is  available  online: http://nrl.northumbria.ac.uk/policies.htmlThis document may differ from the final, published version of the research and has been made available online in accordance with publisher policies. To read and/or cite from the published version of the research, please visit the publisher’s website (a subscription may be required.)Inter-Professional Learning in Adult Critical Care  . Vikki Park    ..  References:   Cruz, E.V. and Higginbottom, G. (2013) The use of focused ethnography in nursing research Nurse Researcher 20 (4) pp.36-43  Hammersley, M. and Atkinson, P. (1997) Ethnography: Principles in Practice 2nd edn. Routledge  Reeves, S., Zwarenstein, M., Goldman, J., Barr, H., Freeth, D., Hammick, M.; and Koppel, I. (2009) Interprofessional education: effects on professional practice and health care outcomes (Review) The Cochrane Collaboration Issue 1 The Cochrane Library  Reeves, S., Kuper, A.; and Hodges, B.D. (2008) Qualitative research methodologies: ethnography British Medical Journal 337 (7668)  pp.512-514   Rothschild, J.M.; Landrigan, C.P; Cronin, J.W.; Kaushal. R; Lockley, S.W.; Burdick, E.; Stone, P.H.; Lilly, C.M.; Katz, J.T; Czeisler, C.A and Bates, D.W (2005) The Critical Care Safety Study: The incidence and nature of adverse events and serious medical errors in intensive care* Critical Care Medicine 33 (8) pp.1694-1700    For further information please contact: Vikki Park, Senior Lecturer, Northumbria University, Faculty of Health and Life Sciences vikki2.park@northumbria.ac.uk  Research title An ethnographic study of the Inter-Professional Learning culture of NHS staff within the adult critical care clinical setting. Objectives 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 Inter-Professional Learning within adult critical care clinical practice. To identify which factors are perceived to promote or inhibit effective Inter-Professional Learning. Methodology A naturalistic qualitative approach will be adopted using ethnography to observe the interprofessional interactions of NHS critical care staff which may present learning opportunities within their natural setting, and in their ‘natural state’ (Hammersley and Atkinson 1997). “Ethnographic research aims to provide rich, holistic insights into people’s views and actions as well as the nature of the location they inhabit through the collection of detailed observations and interviews (Reeves et al. 2008 p.512).”  Focused ethnography has been chosen, also known as micro-ethnography, to focus upon one distinct issue within a culture in specific settings (Cruz and Higginbottom 2013). Using focused ethnography the distinct issue of IPL will therefore be explored specifically in adult critical care settings. Method Stage I:  Partial-participant observation  Sample: Three adult NHS critical care units   All professionals within the environment Duration: Observations spanning 4 months per unit  Stage II:  Interviews  Sample:  n= 4-12 per critical care department   4 occupational groups: Nurse, Doctor, Health  Care Assistant, Physiotherapist Duration: Individual interviews ≤ 1 hour Coming to a Critical Care Unit near you? It is proposed the research will take place within three units within the North of England and the research is currently undergoing stages of ethical approval. Background Research Design Aim    To understand Inter-Professional Learning occurring within the specific culture of adult critical care.  For the purpose of this study IPL is defined as: Learning which happens between different occupational groups through the collaborative sharing of expertise, knowledge and experience.  Critical care is acknowledged as a complex and fast-paced care environment (Rothschild et al. 2005). The intensive level of patient care results in frequent interactions between different professional groups, therefore potentially increasing opportunity for collaborative practice and Inter-Professional Learning (IPL)  to occur in this particular clinical setting. A body of evidence is accumulating to support the potential benefits to patients, staff and organisations as a result of Inter-Professional Learning through interprofessional education and collaborative practice (Reeves et al. 2009).  However, research into Inter-Professional Learning within the specific area of critical care is  limited.  My research aims to explore this further. 

Ethnography: Principles in Practice 2nd edn.

Inter-Professional Learning in Adult Critical Care

Northumbria Research Link
Citation: Park, Vikki (2015) Inter-professional learning in adult critical Care. In: Northumbria University 
Health and Life Sciences Faculty Conference 2015, 4th June 2015, Newcastle-upon-Tyne. 
URL: 
This version was downloaded from Northumbria Research Link: http://nrl.northumbria.ac.uk/28237/
Northumbria University has developed Northumbria Research Link (NRL) to enable users to access 
the University’s research output. Copyright © and moral rights for items on NRL are retained by the 
individual author(s) and/or other copyright owners.  Single copies of full items can be reproduced, 
displayed or performed, and given to third parties in any format or medium for personal research or 
study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, 
title and full bibliographic details are given, as well as a hyperlink and/or URL to the original metadata 
page. The content must not be changed in any way. Full items must not be sold commercially in any  
format or medium without formal permission of the copyright holder.  The full policy is available online: 
http://nrl.northumbria.ac.uk/pol  i cies.html  
This  document  may differ  from the  final,  published version of  the research  and has been made 
available online in accordance with publisher policies. To read and/or cite from the published version 
of the research, please visit the publisher’s website (a subscription may be required.)
                        
Inter-Professional Learning in Adult Critical Care  . 
Vikki Park    ..  
References:  
 
Cruz, E.V. and Higginbottom, G. (2013) The use of focused ethnography in nursing research Nurse Researcher 
20 (4) pp.36-43 
 
Hammersley, M. and Atkinson, P. (1997) Ethnography: Principles in Practice 2nd edn. Routledge 
 
Reeves, S., Zwarenstein, M., Goldman, J., Barr, H., Freeth, D., Hammick, M.; and Koppel, I. (2009) 
Interprofessional education: effects on professional practice and health care outcomes (Review) The Cochrane 
Collaboration Issue 1 The Cochrane Library 
 
Reeves, S., Kuper, A.; and Hodges, B.D. (2008) Qualitative research methodologies: ethnography British 
Medical Journal 337 (7668)  pp.512-514  
 
Rothschild, J.M.; Landrigan, C.P; Cronin, J.W.; Kaushal. R; Lockley, S.W.; Burdick, E.; Stone, P.H.; Lilly, C.M.; 
Katz, J.T; Czeisler, C.A and Bates, D.W (2005) The Critical Care Safety Study: The incidence and nature of 
adverse events and serious medical errors in intensive care* Critical Care Medicine 33 (8) pp.1694-1700 
 
 
 
For further information please contact: Vikki Park, Senior Lecturer, Northumbria University, Faculty of Health and Life Sciences vikki2.park@northumbria.ac.uk 
 
Research title 
An ethnographic study of the Inter-Professional Learning culture of NHS staff within the adult critical care clinical setting. 
Objectives 
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 Inter-Professional Learning within adult critical care clinical practice. 
To identify which factors are perceived to promote or inhibit effective Inter-Professional Learning. 
Methodology 
A naturalistic qualitative approach will be adopted using ethnography to observe the interprofessional interactions of NHS critical care staff which may 
present learning opportunities within their natural setting, and in their ‘natural state’ (Hammersley and Atkinson 1997). 
“Ethnographic research aims to provide rich, holistic insights into people’s views and actions as well as the nature of the location they inhabit through the 
collection of detailed observations and interviews (Reeves et al. 2008 p.512).”  
Focused ethnography has been chosen, also known as micro-ethnography, to focus upon one distinct issue within a culture in specific settings (Cruz and 
Higginbottom 2013). Using focused ethnography the distinct issue of IPL will therefore be explored specifically in adult critical care settings. 
Method 
Stage I:  Partial-participant observation  
Sample: Three adult NHS critical care units 
  All professionals within the environment 
Duration: Observations spanning 4 months per unit 
 
Stage II:  Interviews  
Sample:  n= 4-12 per critical care department 
  4 occupational groups: Nurse, Doctor, Health  Care Assistant, Physiotherapist 
Duration: Individual interviews ≤ 1 hour 
Coming to a Critical Care Unit near you? 
It is proposed the research will take place within three units within the North of England and the research is currently undergoing stages of ethical approval. 
Background 
Research Design Aim 
   To understand Inter-Professional Learning occurring within the specific culture of adult critical care.  
For the purpose of this study IPL is defined as: 
Learning which happens between different occupational groups through the collaborative sharing of expertise, knowledge and experience.  
Critical care is acknowledged as a complex and fast-paced care environment (Rothschild et al. 2005). The intensive level of patient care results in frequent 
interactions between different professional groups, therefore potentially increasing opportunity for collaborative practice and Inter-Professional Learning 
(IPL)  to occur in this particular clinical setting. A body of evidence is accumulating to support the potential benefits to patients, staff and organisations as a 
result of Inter-Professional Learning through interprofessional education and collaborative practice (Reeves et al. 2009).  However, research into Inter-
Professional Learning within the specific area of critical care is  limited.  My research aims to explore this further. 



Inter-professional learning in adult critical Care

Citation: Park, Vikki (2015) Interprofessional learning in adult critical Care. In: Northumbria University Health and Life Sciences Faculty Conference 2015, 4th June 2015, Newcastle-upon-Tyne, UK. URL: This  version  was  downloaded  from  Northumbria  Research  Link: http://nrl.northumbria.ac.uk/37435/Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University’s research output. Copyright ©  and moral rights for items on NRL are retained by the individual author(s) and/or other copyright owners.  Single copies of full items can be reproduced,  displayed or  performed,  and given to third parties in  any format  or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, title and full bibliographic details are given, as well  as a hyperlink and/or URL to the original metadata page.  The content must  not  be changed in any way. Full  items must not be sold commercially in any format or medium without  formal  permission  of  the  copyright  holder.   The  full  policy  is  available  online: http://nrl.northumbria.ac.uk/policies.htmlThis document may differ from the final, published version of the research and has been made available online in accordance with publisher policies. To read and/or cite from the published version of the research, please visit the publisher’s website (a subscription may be required.)Inter-Professional Learning in Adult Critical Care  . Vikki Park    ..  References:   Cruz, E.V. and Higginbottom, G. (2013) The use of focused ethnography in nursing research Nurse Researcher 20 (4) pp.36-43  Hammersley, M. and Atkinson, P. (1997) Ethnography: Principles in Practice 2nd edn. Routledge  Reeves, S., Zwarenstein, M., Goldman, J., Barr, H., Freeth, D., Hammick, M.; and Koppel, I. (2009) Interprofessional education: effects on professional practice and health care outcomes (Review) The Cochrane Collaboration Issue 1 The Cochrane Library  Reeves, S., Kuper, A.; and Hodges, B.D. (2008) Qualitative research methodologies: ethnography British Medical Journal 337 (7668)  pp.512-514   Rothschild, J.M.; Landrigan, C.P; Cronin, J.W.; Kaushal. R; Lockley, S.W.; Burdick, E.; Stone, P.H.; Lilly, C.M.; Katz, J.T; Czeisler, C.A and Bates, D.W (2005) The Critical Care Safety Study: The incidence and nature of adverse events and serious medical errors in intensive care* Critical Care Medicine 33 (8) pp.1694-1700    For further information please contact: Vikki Park, Senior Lecturer, Northumbria University, Faculty of Health and Life Sciences vikki2.park@northumbria.ac.uk  Research title An ethnographic study of the Inter-Professional Learning culture of NHS staff within the adult critical care clinical setting. Objectives 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 Inter-Professional Learning within adult critical care clinical practice. To identify which factors are perceived to promote or inhibit effective Inter-Professional Learning. Methodology A naturalistic qualitative approach will be adopted using ethnography to observe the interprofessional interactions of NHS critical care staff which may present learning opportunities within their natural setting, and in their ‘natural state’ (Hammersley and Atkinson 1997). “Ethnographic research aims to provide rich, holistic insights into people’s views and actions as well as the nature of the location they inhabit through the collection of detailed observations and interviews (Reeves et al. 2008 p.512).”  Focused ethnography has been chosen, also known as micro-ethnography, to focus upon one distinct issue within a culture in specific settings (Cruz and Higginbottom 2013). Using focused ethnography the distinct issue of IPL will therefore be explored specifically in adult critical care settings. Method Stage I:  Partial-participant observation  Sample: Three adult NHS critical care units   All professionals within the environment Duration: Observations spanning 4 months per unit  Stage II:  Interviews  Sample:  n= 4-12 per critical care department   4 occupational groups: Nurse, Doctor, Health  Care Assistant, Physiotherapist Duration: Individual interviews ≤ 1 hour Coming to a Critical Care Unit near you? It is proposed the research will take place within three units within the North of England and the research is currently undergoing stages of ethical approval. Background Research Design Aim    To understand Inter-Professional Learning occurring within the specific culture of adult critical care.  For the purpose of this study IPL is defined as: Learning which happens between different occupational groups through the collaborative sharing of expertise, knowledge and experience.  Critical care is acknowledged as a complex and fast-paced care environment (Rothschild et al. 2005). The intensive level of patient care results in frequent interactions between different professional groups, therefore potentially increasing opportunity for collaborative practice and Inter-Professional Learning (IPL)  to occur in this particular clinical setting. A body of evidence is accumulating to support the potential benefits to patients, staff and organisations as a result of Inter-Professional Learning through interprofessional education and collaborative practice (Reeves et al. 2009).  However, research into Inter-Professional Learning within the specific area of critical care is  limited.  My research aims to explore this further. 

Interprofessional learning in adult critical Care

Citation:  Park,  Vikki  (2015)  Inter-professional  learning  in  adult  critical  care.  In:  Health Education North East  Quality Conference:  Working and learning together,  9th December 2015, Durham. URL: This  version  was  downloaded  from  Northumbria  Research  Link: http://nrl.northumbria.ac.uk/28240/Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University’s research output. Copyright © and moral rights for items on NRL are retained by the individual author(s) and/or other copyright owners.  Single copies of full items can be reproduced,  displayed or  performed,  and given to  third parties in  any format  or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, title and full bibliographic details are given, as well  as a hyperlink and/or URL to the original metadata page. The content must  not  be changed in any way. Full items must not be sold commercially in any format or medium without  formal  permission  of  the  copyright  holder.   The  full  policy  is  available  online: http://nrl.northumbria.ac.uk/policies.htmlThis document may differ from the final, published version of the research and has been made available online in accordance with publisher policies. To read and/or cite from the published version of the research, please visit the publisher’s website (a subscription may be required.)Inter-Professional Learning in Adult Critical Care  . Vikki Park    ..  References:   Cruz, E.V. and Higginbottom, G. (2013) The use of focused ethnography in nursing research Nurse Researcher 20 (4) pp.36-43  Hammersley, M. and Atkinson, P. (1997) Ethnography: Principles in Practice 2nd edn. Routledge  Reeves, S., Zwarenstein, M., Goldman, J., Barr, H., Freeth, D., Hammick, M.; and Koppel, I. (2009) Interprofessional education: effects on professional practice and health care outcomes (Review) The Cochrane Collaboration Issue 1 The Cochrane Library  Reeves, S., Kuper, A.; and Hodges, B.D. (2008) Qualitative research methodologies: ethnography British Medical Journal 337 (7668)  pp.512-514   Rothschild, J.M.; Landrigan, C.P; Cronin, J.W.; Kaushal. R; Lockley, S.W.; Burdick, E.; Stone, P.H.; Lilly, C.M.; Katz, J.T; Czeisler, C.A and Bates, D.W (2005) The Critical Care Safety Study: The incidence and nature of adverse events and serious medical errors in intensive care* Critical Care Medicine 33 (8) pp.1694-1700    For further information please contact: Vikki Park, Senior Lecturer, Northumbria University, Faculty of Health and Life Sciences vikki2.park@northumbria.ac.uk  Research title An ethnographic study of the Inter-Professional Learning culture of NHS staff within the adult critical care clinical setting. Objectives 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 Inter-Professional Learning within adult critical care clinical practice. To identify which factors are perceived to promote or inhibit effective Inter-Professional Learning. Methodology A naturalistic qualitative approach will be adopted using ethnography to observe the interprofessional interactions of NHS critical care staff which may present learning opportunities within their natural setting, and in their ‘natural state’ (Hammersley and Atkinson 1997). “Ethnographic research aims to provide rich, holistic insights into people’s views and actions as well as the nature of the location they inhabit through the collection of detailed observations and interviews (Reeves et al. 2008 p.512).”  Focused ethnography has been chosen, also known as micro-ethnography, to focus upon one distinct issue within a culture in specific settings (Cruz and Higginbottom 2013). Using focused ethnography the distinct issue of IPL will therefore be explored specifically in adult critical care settings. Method Stage I:  Partial-participant observation  Sample: Three adult NHS critical care units   All professionals within the environment Duration: Observations spanning 4 months per unit  Stage II:  Interviews  Sample:  n= 4-12 per critical care department   4 occupational groups: Nurse, Doctor, Health  Care Assistant, Physiotherapist Duration: Individual interviews ≤ 1 hour Coming to a Critical Care Unit near you? It is proposed the research will take place within three units within the North of England and the research is currently undergoing stages of ethical approval. Background Research Design Aim    To understand Inter-Professional Learning occurring within the specific culture of adult critical care.  For the purpose of this study IPL is defined as: Learning which happens between different occupational groups through the collaborative sharing of expertise, knowledge and experience.  Critical care is acknowledged as a complex and fast-paced care environment (Rothschild et al. 2005). The intensive level of patient care results in frequent interactions between different professional groups, therefore potentially increasing opportunity for collaborative practice and Inter-Professional Learning (IPL)  to occur in this particular clinical setting. A body of evidence is accumulating to support the potential benefits to patients, staff and organisations as a result of Inter-Professional Learning through interprofessional education and collaborative practice (Reeves et al. 2009).  However, research into Inter-Professional Learning within the specific area of critical care is  limited.  My research aims to explore this further. 

Citation:  Park,  Vikki  (2015)  Inter-professional  learning  in  adult  critical  care.  In:  North  of England Critical Care Network Autumn Conference, 14th October 2015, Durham. URL: This  version  was  downloaded  from  Northumbria  Research  Link: http://nrl.northumbria.ac.uk/28239/Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University’s research output. Copyright © and moral rights for items on NRL are retained by the individual author(s) and/or other copyright owners.  Single copies of full items can be reproduced,  displayed or  performed,  and given to  third parties in  any format  or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, title and full bibliographic details are given, as well  as a hyperlink and/or URL to the original metadata page. The content must  not  be changed in any way. Full items must not be sold commercially in any format or medium without  formal  permission  of  the  copyright  holder.   The  full  policy  is  available  online: http://nrl.northumbria.ac.uk/policies.htmlThis document may differ from the final, published version of the research and has been made available online in accordance with publisher policies. To read and/or cite from the published version of the research, please visit the publisher’s website (a subscription may be required.)Inter-Professional Learning in Adult Critical Care  . Vikki Park    ..  References:   Cruz, E.V. and Higginbottom, G. (2013) The use of focused ethnography in nursing research Nurse Researcher 20 (4) pp.36-43  Hammersley, M. and Atkinson, P. (1997) Ethnography: Principles in Practice 2nd edn. Routledge  Reeves, S., Zwarenstein, M., Goldman, J., Barr, H., Freeth, D., Hammick, M.; and Koppel, I. (2009) Interprofessional education: effects on professional practice and health care outcomes (Review) The Cochrane Collaboration Issue 1 The Cochrane Library  Reeves, S., Kuper, A.; and Hodges, B.D. (2008) Qualitative research methodologies: ethnography British Medical Journal 337 (7668)  pp.512-514   Rothschild, J.M.; Landrigan, C.P; Cronin, J.W.; Kaushal. R; Lockley, S.W.; Burdick, E.; Stone, P.H.; Lilly, C.M.; Katz, J.T; Czeisler, C.A and Bates, D.W (2005) The Critical Care Safety Study: The incidence and nature of adverse events and serious medical errors in intensive care* Critical Care Medicine 33 (8) pp.1694-1700    For further information please contact: Vikki Park, Senior Lecturer, Northumbria University, Faculty of Health and Life Sciences vikki2.park@northumbria.ac.uk  Research title An ethnographic study of the Inter-Professional Learning culture of NHS staff within the adult critical care clinical setting. Objectives 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 Inter-Professional Learning within adult critical care clinical practice. To identify which factors are perceived to promote or inhibit effective Inter-Professional Learning. Methodology A naturalistic qualitative approach will be adopted using ethnography to observe the interprofessional interactions of NHS critical care staff which may present learning opportunities within their natural setting, and in their ‘natural state’ (Hammersley and Atkinson 1997). “Ethnographic research aims to provide rich, holistic insights into people’s views and actions as well as the nature of the location they inhabit through the collection of detailed observations and interviews (Reeves et al. 2008 p.512).”  Focused ethnography has been chosen, also known as micro-ethnography, to focus upon one distinct issue within a culture in specific settings (Cruz and Higginbottom 2013). Using focused ethnography the distinct issue of IPL will therefore be explored specifically in adult critical care settings. Method Stage I:  Partial-participant observation  Sample: Three adult NHS critical care units   All professionals within the environment Duration: Observations spanning 4 months per unit  Stage II:  Interviews  Sample:  n= 4-12 per critical care department   4 occupational groups: Nurse, Doctor, Health  Care Assistant, Physiotherapist Duration: Individual interviews ≤ 1 hour Coming to a Critical Care Unit near you? It is proposed the research will take place within three units within the North of England and the research is currently undergoing stages of ethical approval. Background Research Design Aim    To understand Inter-Professional Learning occurring within the specific culture of adult critical care.  For the purpose of this study IPL is defined as: Learning which happens between different occupational groups through the collaborative sharing of expertise, knowledge and experience.  Critical care is acknowledged as a complex and fast-paced care environment (Rothschild et al. 2005). The intensive level of patient care results in frequent interactions between different professional groups, therefore potentially increasing opportunity for collaborative practice and Inter-Professional Learning (IPL)  to occur in this particular clinical setting. A body of evidence is accumulating to support the potential benefits to patients, staff and organisations as a result of Inter-Professional Learning through interprofessional education and collaborative practice (Reeves et al. 2009).  However, research into Inter-Professional Learning within the specific area of critical care is  limited.  My research aims to explore this further. 

Citation:  Park,  Vikki  (2015)  Inter-professional  learning in  adult  critical  care.  In:  Making a difference through clinical  research:  opportunities  for  nurses,  midwives and allied  health professionals. NIHR North East Regional Meeting, 13th April 2015, Newcastle-Upon-Tyne. URL: This  version  was  downloaded  from  Northumbria  Research  Link: http://nrl.northumbria.ac.uk/28235/Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University’s research output. Copyright © and moral rights for items on NRL are retained by the individual author(s) and/or other copyright owners.  Single copies of full items can be reproduced,  displayed or  performed,  and given to  third parties in  any format  or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, title and full bibliographic details are given, as well  as a hyperlink and/or URL to the original metadata page. The content must  not  be changed in any way. Full items must not be sold commercially in any format or medium without  formal  permission  of  the  copyright  holder.   The  full  policy  is  available  online: http://nrl.northumbria.ac.uk/policies.htmlThis document may differ from the final, published version of the research and has been made available online in accordance with publisher policies. To read and/or cite from the published version of the research, please visit the publisher’s website (a subscription may be required.)Inter-Professional Learning in Adult Critical Care  . Vikki Park    ..  References:   Cruz, E.V. and Higginbottom, G. (2013) The use of focused ethnography in nursing research Nurse Researcher 20 (4) pp.36-43  Hammersley, M. and Atkinson, P. (1997) Ethnography: Principles in Practice 2nd edn. Routledge  Reeves, S., Zwarenstein, M., Goldman, J., Barr, H., Freeth, D., Hammick, M.; and Koppel, I. (2009) Interprofessional education: effects on professional practice and health care outcomes (Review) The Cochrane Collaboration Issue 1 The Cochrane Library  Reeves, S., Kuper, A.; and Hodges, B.D. (2008) Qualitative research methodologies: ethnography British Medical Journal 337 (7668)  pp.512-514   Rothschild, J.M.; Landrigan, C.P; Cronin, J.W.; Kaushal. R; Lockley, S.W.; Burdick, E.; Stone, P.H.; Lilly, C.M.; Katz, J.T; Czeisler, C.A and Bates, D.W (2005) The Critical Care Safety Study: The incidence and nature of adverse events and serious medical errors in intensive care* Critical Care Medicine 33 (8) pp.1694-1700    For further information please contact: Vikki Park, Senior Lecturer, Northumbria University, Faculty of Health and Life Sciences vikki2.park@northumbria.ac.uk  Research title An ethnographic study of the Inter-Professional Learning culture of NHS staff within the adult critical care clinical setting. Objectives 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 Inter-Professional Learning within adult critical care clinical practice. To identify which factors are perceived to promote or inhibit effective Inter-Professional Learning. Methodology A naturalistic qualitative approach will be adopted using ethnography to observe the interprofessional interactions of NHS critical care staff which may present learning opportunities within their natural setting, and in their ‘natural state’ (Hammersley and Atkinson 1997). “Ethnographic research aims to provide rich, holistic insights into people’s views and actions as well as the nature of the location they inhabit through the collection of detailed observations and interviews (Reeves et al. 2008 p.512).”  Focused ethnography has been chosen, also known as micro-ethnography, to focus upon one distinct issue within a culture in specific settings (Cruz and Higginbottom 2013). Using focused ethnography the distinct issue of IPL will therefore be explored specifically in adult critical care settings. Method Stage I:  Partial-participant observation  Sample: Three adult NHS critical care units   All professionals within the environment Duration: Observations spanning 4 months per unit  Stage II:  Interviews  Sample:  n= 4-12 per critical care department   4 occupational groups: Nurse, Doctor, Health  Care Assistant, Physiotherapist Duration: Individual interviews ≤ 1 hour Coming to a Critical Care Unit near you? It is proposed the research will take place within three units within the North of England and the research is currently undergoing stages of ethical approval. Background Research Design Aim    To understand Inter-Professional Learning occurring within the specific culture of adult critical care.  For the purpose of this study IPL is defined as: Learning which happens between different occupational groups through the collaborative sharing of expertise, knowledge and experience.  Critical care is acknowledged as a complex and fast-paced care environment (Rothschild et al. 2005). The intensive level of patient care results in frequent interactions between different professional groups, therefore potentially increasing opportunity for collaborative practice and Inter-Professional Learning (IPL)  to occur in this particular clinical setting. A body of evidence is accumulating to support the potential benefits to patients, staff and organisations as a result of Inter-Professional Learning through interprofessional education and collaborative practice (Reeves et al. 2009).  However, research into Inter-Professional Learning within the specific area of critical care is  limited.  My research aims to explore this further. 

Northumbria Research Link
Citation:  Park,  Vikki  (2015)  Inter-professional  learning  in  adult  critical  care.  In:  North  of  England 
Critical Care Network Autumn Conference, 14th October 2015, Durham. 
URL: 
This version was downloaded from Northumbria Research Link: http://nrl.northumbria.ac.uk/28239/
Northumbria University has developed Northumbria Research Link (NRL) to enable users to access 
the University’s research output. Copyright © and moral rights for items on NRL are retained by the 
individual author(s) and/or other copyright owners.  Single copies of full items can be reproduced, 
displayed or performed, and given to third parties in any format or medium for personal research or 
study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, 
title and full bibliographic details are given, as well as a hyperlink and/or URL to the original metadata 
page. The content must not be changed in any way. Full items must not be sold commercially in any  
format or medium without formal permission of the copyright holder.  The full policy is available online: 
http://nrl.northumbria.ac.uk/pol  i cies.html  
This  document  may differ  from the  final,  published version of  the research  and has been made 
available online in accordance with publisher policies. To read and/or cite from the published version 
of the research, please visit the publisher’s website (a subscription may be required.)
                        
Inter-Professional Learning in Adult Critical Care  . 
Vikki Park    ..  
References:  
 
Cruz, E.V. and Higginbottom, G. (2013) The use of focused ethnography in nursing research Nurse Researcher 
20 (4) pp.36-43 
 
Hammersley, M. and Atkinson, P. (1997) Ethnography: Principles in Practice 2nd edn. Routledge 
 
Reeves, S., Zwarenstein, M., Goldman, J., Barr, H., Freeth, D., Hammick, M.; and Koppel, I. (2009) 
Interprofessional education: effects on professional practice and health care outcomes (Review) The Cochrane 
Collaboration Issue 1 The Cochrane Library 
 
Reeves, S., Kuper, A.; and Hodges, B.D. (2008) Qualitative research methodologies: ethnography British 
Medical Journal 337 (7668)  pp.512-514  
 
Rothschild, J.M.; Landrigan, C.P; Cronin, J.W.; Kaushal. R; Lockley, S.W.; Burdick, E.; Stone, P.H.; Lilly, C.M.; 
Katz, J.T; Czeisler, C.A and Bates, D.W (2005) The Critical Care Safety Study: The incidence and nature of 
adverse events and serious medical errors in intensive care* Critical Care Medicine 33 (8) pp.1694-1700 
 
 
 
For further information please contact: Vikki Park, Senior Lecturer, Northumbria University, Faculty of Health and Life Sciences vikki2.park@northumbria.ac.uk 
 
Research title 
An ethnographic study of the Inter-Professional Learning culture of NHS staff within the adult critical care clinical setting. 
Objectives 
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 Inter-Professional Learning within adult critical care clinical practice. 
To identify which factors are perceived to promote or inhibit effective Inter-Professional Learning. 
Methodology 
A naturalistic qualitative approach will be adopted using ethnography to observe the interprofessional interactions of NHS critical care staff which may 
present learning opportunities within their natural setting, and in their ‘natural state’ (Hammersley and Atkinson 1997). 
“Ethnographic research aims to provide rich, holistic insights into people’s views and actions as well as the nature of the location they inhabit through the 
collection of detailed observations and interviews (Reeves et al. 2008 p.512).”  
Focused ethnography has been chosen, also known as micro-ethnography, to focus upon one distinct issue within a culture in specific settings (Cruz and 
Higginbottom 2013). Using focused ethnography the distinct issue of IPL will therefore be explored specifically in adult critical care settings. 
Method 
Stage I:  Partial-participant observation  
Sample: Three adult NHS critical care units 
  All professionals within the environment 
Duration: Observations spanning 4 months per unit 
 
Stage II:  Interviews  
Sample:  n= 4-12 per critical care department 
  4 occupational groups: Nurse, Doctor, Health  Care Assistant, Physiotherapist 
Duration: Individual interviews ≤ 1 hour 
Coming to a Critical Care Unit near you? 
It is proposed the research will take place within three units within the North of England and the research is currently undergoing stages of ethical approval. 
Background 
Research Design Aim 
   To understand Inter-Professional Learning occurring within the specific culture of adult critical care.  
For the purpose of this study IPL is defined as: 
Learning which happens between different occupational groups through the collaborative sharing of expertise, knowledge and experience.  
Critical care is acknowledged as a complex and fast-paced care environment (Rothschild et al. 2005). The intensive level of patient care results in frequent 
interactions between different professional groups, therefore potentially increasing opportunity for collaborative practice and Inter-Professional Learning 
(IPL)  to occur in this particular clinical setting. A body of evidence is accumulating to support the potential benefits to patients, staff and organisations as a 
result of Inter-Professional Learning through interprofessional education and collaborative practice (Reeves et al. 2009).  However, research into Inter-
Professional Learning within the specific area of critical care is  limited.  My research aims to explore this further. 



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Inter-Professional Learning in Adult Critical Care

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