Evaluating a strategy to assist undergraduate healthcare students to gain insights into the value of interprofessional education experiences from recently qualified healthcare professionals

This mini project has been funded by The Higher Education Academy: Health Sciences and Practice (January 2010 - July 2011).LondonNumerous studies have highlighted the complexity of preparing undergraduate healthcare professional for interprofessional practice (Reeves, et all 2007). A significant challenge is one of perceived relevance of undergraduates in relating interprofessional education experiences to the realities of practice (Johnson 2005). Longitudinal survey indicate the importance of the readiness of different groups of students to learn (Coster et al 2008). Thus if student s can gain insights into the purpose and application of interprofessional education to their future practice from those who have recently gone before they may be more willing to engage with such learning opportunities. This exploratory pilot study aimed to evaluate a strategy designed to assist undergraduate healthcare students to gain insights from recently qualified healthcare professionals into the value of pre-registration Interprofessional Education (IPE) experiences. The secondary aims of the study were to enable participating undergraduate healthcare students develop research skills and to examine how the views from the healthcare professionals could inform the development of pre-registration IPE.sch_phyArmitage, H., Connolly, J. and Pitt, R. 2008. Developing sustainable models of interprofessional learning in practice - The TUILIP project. Nurse Education in Practice, 8, p. 276-282. Ateah, C.A., Snow, W., Wener, P., MacDonald, L., Metge, C., Davis, P., Fricke, M., Ludwig, S. and Anderson, J. 2011. Stereotyping as a barrier to collaboration: Does interprofessional education make a difference? Nurse Education Today, 31, p.208-213. Atherton, J. S. 2009. 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