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    Attributes of Effective Interprofessional Placement Facilitation

    Access Status
    Fulltext not available
    Authors
    Nicol, Paul
    Forman, Dawn
    Date
    2014
    Type
    Journal Article
    
    Metadata
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    Citation
    Nicol, P. and Forman, D. 2014. Attributes of Effective Interprofessional Placement Facilitation. Journal of Research in Interprofessional Practice and Education. 4 (2).
    Source Title
    Journal of Research in Interprofessional Practice and Education
    Additional URLs
    http://www.jripe.org/index.php/journal/about
    ISSN
    1916-7342
    URI
    http://hdl.handle.net/20.500.11937/11493
    Collection
    • Curtin Research Publications
    Abstract

    Background: The quality of facilitation is an important influence on the efficacy of interprofessional education (IPE) delivery. The research objective was to increase understanding of the attributes of effective facilitation of students during external IPE placements in primary care situations. Methods and Findings: A thematic analysis of the experiences of academics, students, and placement-site staff at three placement sites was employed to explore participants’ perceptions of the attributes of effective IPE facilitators. These attributes included experience in an interprofessional context, together with an understanding of the specific clinical and assessment requirements of different disciplines. Facilitators also needed empathy with respect to the requirements of the external IPE placement sites and the ability to liaise between student and site needs. Conclusions: Models of IPE placement facilitation were most effective when, while following general principles, facilitators tailored them specifically for the individual situations of the placement sites and the learning requirements of particular groups of students. The most rewarding IPE learning experiences occurred when IPE facilitators provided sufficient clinical opportunities for students to work collaboratively with individual clients, provided the students perceived that their participation was relevant to their own discipline.

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