Interprofessional education in clinical practice: not a single vaccine
Amanda J. Henderson A B F , Maree F. O’Keefe C D and Heather G. Alexander EA Princess Alexandra Hospital, Ipswich Road, Woolloongabba, QLD 4102, Australia.
B School of Nursing and Midwifery, Griffith Health, Griffith University, Gold Coast, QLD 4222, Australia.
C Faculty of Health Sciences, University of Adelaide, Adelaide, SA 5005, Australia.
D University of Adelaide School of Paediatrics and Reproductive Health, Women’s and Children’s Hospital, North Adelaide, SA 5006, Australia.
E Griffith Institute of Higher Education, Griffith University, Gold Coast, QLD 4222, Australia.
F Corresponding author. Email: amanda_henderson@health.qld.gov.au
Australian Health Review 34(2) 224-226 https://doi.org/10.1071/AH09855
Submitted: 30 October 2009 Accepted: 3 February 2010 Published: 25 May 2010
Abstract
In increasingly complex health service environments, the quality of teamwork and co-operation between doctors, nurses and allied health professionals, is ‘under the microscope’. Interprofessional education (IPE), a process whereby health professionals learn ‘from, with and about each other’, is advocated as a response to widespread calls for improved communication and collaboration between healthcare professionals.
Although there is much that is commendable in IPE, the authors caution that the benefits may be overstated if too much is attributed to, or expected of, IPE activities. The authors propose that clarity is required around what can realistically be achieved. Furthermore, engagement with clinicians in the clinical practice setting who are instrumental in assisting students make sense of their knowledge through practice, is imperative for sustainable outcomes.
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