Education for Integrated Working – A Qualitative Research Study Exploring and Contextualizing how Practitioners Learn in Practice

Lynn Clouder, Patricia Bluteau, Ann Jackson, Arinola Adefila, Jan Furlong

Research output: Contribution to journalArticlepeer-review

Abstract

Integrated working is a means of providing efficient and cost-effective care, which benefits both service users and health professionals. However, it does require readiness of practitioners to work in new and innovative ways to achieve integration. This paper describes the findings of a qualitative study exploring the nature of practice-based education and training underpinning successful integrated care teams using an ecological systems theory lens. Nine teams in the West Midlands region of the United Kingdom (UK) participated in this study. A total of 27 participants, were involved in semi-structured interviews during which they shared their views and experiences of learning in practice. Thematic analysis of interview transcripts highlighted the shifting context of working in integrated teams impacting on learning, the influence of leadership on education and training, the nature of in-service training, and the knowledge-sharing culture. The findings highlight that the learning climate is highly dependent on the leadership ethos in the practice context, which influences the allocation of time and resources for training and clinical supervision. Whilst formal education and training has an important role to play in fostering integrated working, informal learning is pivotal to successful integration and potentially has greater impact making it worthy of further study.
Original languageEnglish
Pages (from-to)(In-Press)
JournalJournal of Interprofessional Care
Volume(In-Press)
DOIs
Publication statusAccepted/In press - 8 Feb 2021

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