Title

Perceptions of Socialization in Interprofessional Practice among Health Science Students and First-Year Practicing Professionals

Document Type

Article

Publication Date

2021

Abstract

Background

Interprofessional education (IPE) is integrated into health science programs with a goal to prepare practice ready graduates who are able to collaborate effectively. Purpose: The purpose of this study is to explore the perceptions of health science students and first-year practicing professionals from a variety of disciplines (medical imaging, nursing, occupational therapy, physical therapy, and speech-language pathology) on interprofessional socialization as it occurs in clinical environments in order to identify gaps that may exist between education and practice.

Method

A mixed-methods design was used to understand the perceptions of 98 health science students and first-year practicing professionals (medical imaging, nursing, occupational therapy, physical therapy, and speech-language pathology) using the Interprofessional Socialization and Valuing Scale (ISVS) along with four open-ended descriptive questions and demographic data. Descriptive statistics examined the ISVS survey responses and thematic analysis was used to explore the perceptions of the participants.

Results

Survey results indicated that students gained an appreciation for the benefit in interprofessional teamwork and the lowest scores relating to comfort being the leader in a team setting and comfort speaking out within a team. These findings are consistent with the qualitative themes of workplace culture, professional role identity, and worthiness of interprofessional education that emerged from the data.

Conclusion

This study adds a unique perspective on the experiences of health science students and first-year practicing professionals on interprofessional socialization in the clinical environment. The study suggests that although the value of collaborative practice is emphasized in academia, further strategies are necessary to help prepare students to navigate the transition from interprofessional education (IPE) to interprofessional practice (IPP).

DOI

https://doi.org/10.1016/j.xjep.2021.100420

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