“The Power of Many Minds Working Together”: Qualitative Study of an Interprofessional, Service-Learning Capstone Course

Authors

  • Sheila Adams Leander PhD, RN, Saint Louis University, School of Nursing
  • S. Maggie Maloney PhD, OTR/L, Doisy College of Health Sciences and Center for Interprofessional Education and Research Saint Louis University
  • Irma Ruebling MA PT, Doisy College of Health Sciences and Center for Interprofessional Education and Research Saint Louis University
  • Rebecca Banks MA, MSW, ACS, School of Public Health and Social Justice and Center for Interprofessional Education and Research Saint Louis University
  • David Pole MPH, School of Medicine and Center for Interprofessional Education and Research Saint Louis University
  • Ginge Kettenbach PhD, PT, Doisy College of Health Sciences and Center for Interprofessional Education and Research Saint Louis University

DOI:

https://doi.org/10.22230/jripe.2014v4n2a170

Keywords:

Interprofessional education, Practicum, Interprofessional, Teamwork, Critical reflection

Abstract

Background: An interprofessional faculty group analyzed a critical reflection assignment of students in a service-learning practicum interprofessional education (IPE) course. Students were from ten programs: physical therapy, occupational therapy, nuclear medicine technology, radiation therapy, athletic training, nursing, investigative medical science, cytotechnology, nutrition and dietetics, and clinical laboratory science. Research questions investigated what the assignments revealed about students’ application of beliefs, emotions, and behaviours, and if course objectives were met.

Methods and Findings: This qualitative study retrospectively analyzed one critical reflection from the course conducted in 2011. Researchers selected a stratified sample of 40 assignments from a population of 278. Nine major themes emerged: achieving IPE outcomes, engaging in team process, learning culture/community engagement, being client/patient centred, becoming aware of behaviours, experiencing barriers, articulating beliefs, connecting with course objectives, and expressing emotions.

Conclusions: In an IPE practicum course, transformative learning was evident. Students articulated beliefs, emotions, and behaviours related to interprofessional teamwork. Students expressed detailed understanding of team processes. For future research, critical reflection assignments were useful to assess student beliefs, emotions, and behaviours in a practicum course. We suggest studying practice among health professionals who have experienced IPE compared with those who have not had IPE in their professional curricula.

Author Biographies

Sheila Adams Leander, PhD, RN, Saint Louis University, School of Nursing

Dr. Leander teaches in the undergraduate and pre-licensure programs at School of Nursing and in the Center for Interprofessional Education and Research at Saint Louis University.  She entered academics following 23 years in nursing practice and mangement. 

S. Maggie Maloney, PhD, OTR/L, Doisy College of Health Sciences and Center for Interprofessional Education and Research Saint Louis University

Dr. Maloney teaches Occupational Therapy at the Doisy College of Health Sciences and inteprofessional practice at the Center for Interprofessional Education and Research. 

Irma Ruebling, MA PT, Doisy College of Health Sciences and Center for Interprofessional Education and Research Saint Louis University

Dr. Ruebling is the founding Director of the Center for Interprofessional Education and Research at Saint Louis University

Rebecca Banks, MA, MSW, ACS, School of Public Health and Social Justice and Center for Interprofessional Education and Research Saint Louis University

Ms. Banks teaches in the School of Public Health and Social Justice and the Center for Interprofessional Education and Research.

David Pole, MPH, School of Medicine and Center for Interprofessional Education and Research Saint Louis University

Mr. Pole is Assistant Director of the Center for Interprofessional Education and ResearchSaint Louis University

Ginge Kettenbach, PhD, PT, Doisy College of Health Sciences and Center for Interprofessional Education and Research Saint Louis University

Dr. Kettenbach teaches Physical Therapy at the Doisy College of Health Sciences and inteprofessional practice at the Center for Interprofessional Education and Research. 

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Published

2014-12-05

Issue

Vol. 4 No. 2 (2014)

Section

Articles: Empirical Research

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