Park, Vikki

Northumbria Research Link

Citation: Park, Vikki (2012) Collaborative interprofessional learning in critical care. In: North of England Critical Care Network Autumn Conference 2012, 4th October 2012, Billingham. URL: This  version  was  downloaded  from  Northumbria  Research  Link: http://nrl.northumbria.ac.uk/28234/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.)Collaborative Interprofessional Learning in Critical Care Vikki Park - October 2012 References:  Doucette, E., Brandys, D., Canapi, B.K., Davis, A., DiNardo, J. and Imamedjian, I. (2011) The intensive care unit as an untapped learning resource: A student perspective Dynamics vol.22 no.1 p. 19-23  Hammersley, M. and Atkinson, P. (1997) Ethnography: Principles in Practice 2nd edition Routledge  Marsick, V.J. and Volpe, M. (1999) The Nature and Need for Informal Learning Advances in Developing Human Resources vol.1 no.3 p.1-9  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  Scholes, J. (2006) Developing Expertise in Critical Care Nursing Blackwell Publishing   WHO (2010) Framework for Action on Interprofessional Education & Collaborative Practice World Health Organisation  Background The World Health Organisation (2010) state after almost half a century of research there is now sufficient evidence amassed to claim interprofessional education (IPE) and collaborative practice lead to improved health outcomes and optimal health services (Figure.1). As workers are being asked increasingly to work closer together (Marsick and Volpe 1999) the potential to learn from each other through interprofessional collaboration is therefore great. The adult critical care environment, due to its complexity (Scholes 2006) and involvement of numerous health professional teams (Rose 2011), offers a plethora of informal learning opportunities and has been described as an „untapped learning resource‟ (Doucette et al. 2011). Research Design    Question:   To what extent do health professions learn collaboratively, interprofessionally and informally within the practice setting of adult critical care?  For further information please contact: Vikki Park, Lecturer, Northumbria University, Faculty of Health and Life Sciences vikki2.park@northumbria.ac.uk  Research title Collaborative interprofessional learning (CIPL)  - an ethnographic study of the learning culture of NHS health staff within the adult critical care setting. Objectives To observe the adult critical care environment and explore the  interprofessional learning culture within the natural setting. To develop a rich description of the context of the critical care environment in order to illustrate the observed learning culture between interprofessional working groups.  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).”  To understand critical care practitioners‟ perceptions of collaborative interprofessional learning (CIPL) within the adult critical care setting.  To identify which factors are perceived to promote or inhibit effective CIPL. To explore, through observation and discussion, whether  members of the critical care team value CIPL and whether they consider it an effective means of improving the knowledge base of the critical care interprofessional team.   Method Stage I:  Non-participant observation  Sample: Three adult NHS critical care units   All professionals within the environment Duration: Observations spanning 2 months per unit  Stage II:  Interviews  Sample:  n=24 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 proposal is currently undergoing stages of ethical approval. Figure 1: World Health Organisation 2010    

Collaborative interprofessional learning in critical care

Abstract

Similar works

Full text

Available Versions

Northumbria Research Link