Non‐formal learning and interprofessional collaboration in health and social care: the influence of the quality of staff interaction on student learning about collaborative behaviour in practice placements

Abstract

AbstractThis paper reports findings from a qualitative study exploring pre‐qualifying health and social care students’ experiences of interprofessional learning and working in practice placement settings. The author argues that processes of non‐formal learning and unconscious role modelling in these environments are key to students’ developing collaborative skills. Semi‐structured interviews were conducted with a quota sample of 52 students from 10 health and social care professions. Data were analysed thematically. The nature of interprofessional collaboration varied across different settings, with students encountering a more disparate range of professions and agencies in community and social work settings than in acute healthcare settings. Most students appeared to have been exposed to examples of both effective and poor collaborative working. Although many students characterized interprofessional collaboration in placement settings as ‘good’, this assessment often conflicted with their description of behaviour that could be considered to constitute suboptimal collaborative practice. Students perceived the quality of interprofessional interaction to depend mainly on interpersonal communication, showing little awareness of how organizational systems influence collaboration. The findings show that some staff in placement settings experienced problems when working with colleagues from other disciplines, and indicate that consequently, through processes of non‐formal learning and unconscious role modelling, some students may have learned inappropriate behaviours with regard to interprofessional working. Although students were not necessarily expected to appreciate the importance of appropriate organizational systems for the establishment and maintenance of effective interprofessional collaboration, it appeared that staff members might also not be aware of these issues. The author argues that staff in placement settings need to understand and model the relevant capacities in order to provide students with appropriate learning opportunities in this regard. It appears that qualified staff need support to develop their own collaborative practice, so that they are able effectively to support students’ interprofessional learning and working in practice.