Becoming a Nursing and Social Work Student: An Interpretive Phenomenological Analysis of Interprofessional Education

Daniel Christopher Allen, Tracey Baker, David Leonard Rootes

Abstract


Background: The call for interprofessional nursing and social work education in the United Kingdom has led to the development of a singularly integrated nursing and social work degree. Although evidence exists to highlight the impact of this degree in practice, details of the experience of interprofessional nursing and social work education have not been studied in equal depth.

Methods and Findings: Guided by the tenets of interpretive phenomenological analysis, six students who had recently completed the first year of a nursing and social work degree were asked to describe their experiences of interprofessional education. The dominant theme that emerged from analysis highlighted the importance of providing students with a bespoke curriculum, which could communicate their full and inclusive integration. Where this was not achieved, students explained that they could become confused by increased workloads and a sense of separatism.

Conclusions: When combining nursing and social work into a single degree, pedagogic strategies must be confidently prepared to deliver a specific interprofessional nursing and social work curriculum. Above all, this curriculum must demonstrate an integrated philosophy and distinctive orientation to inclusive interprofessional education.


Keywords


Student voice; Interprofessional education; Nursing social work; Integration; Curriculum; Experience; Inclusion; Higher education

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DOI: http://dx.doi.org/10.22230/jripe.2014v4n1a147