Learning from students: facilitators' learning in interprofessional placements

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dc.contributor.authorAttrill, Stacie Lorraine
dc.contributor.authorBrebner, Christine Mary
dc.contributor.authorMarsh, Claire
dc.date.accessioned2018-11-01T01:43:58Z
dc.date.available2018-11-01T01:43:58Z
dc.date.issued2018-05-10
dc.descriptionThis manuscript version is made available under the CC-BY-NC-ND 4.0 license: http://creativecommons.org/licenses/by-nc-nd/4.0/ which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited. This author accepted manuscript is made available following 12 month embargo from date of publication (May 2018) in accordance with the publisher’s archiving policyen_US
dc.description.abstractFew studies have examined experiences and learning from the viewpoint of interprofessional facilitators of student placements, and limited research has investigated this learning enacted across traditional service boundaries or between health and education practitioners. This study aimed to address these gaps by exploring perceptions about the learning and experiences of Early Childhood Educators (ECEs) who facilitated placements in childcare settings for speech-language pathology students from a health professional background. Lave and Wenger’s theory of Legitimate Peripheral Participation was utilised to design and interpret this study. Seven ECEs from two childcare centres and four Centre Directors participated in focus groups and individual semi structured interviews respectively. Thematic analysis revealed five themes that described how the ECEs came to accept the students as legitimate members of their practice community, and how this subsequently facilitated the ECEs’ learning. The themes of power described in previous studies that explored status and hierarchical differences between facilitators and students from differing professions were not identified in this study. This absence of observed power differential, in addition to the embedded nature of the placement design, and the students’ participation in the ECEs’ everyday activities and routines contributed to the ECEs’ positive interprofessional learning.en_US
dc.identifier.citationAttrill, S.L., Brebner, C. and Marsh, C., (2018). Learning from students: facilitators' learning in interprofessional placements. Journal of Interprofessional Care, 32(5): 603-612.en_US
dc.identifier.doihttps://doi.org/10.1080/13561820.2018.1470497en_US
dc.identifier.issn1469-9567
dc.identifier.urihttp://hdl.handle.net/2328/38531
dc.language.isoenen_US
dc.oaire.license.condition.licenseCC-BY-NC-ND
dc.publisherTaylor & Francisen_US
dc.rights© 2018 Taylor & Francis. This manuscript version is made available under the CC-BY-NC-ND 4.0 license: http://creativecommons.org/licenses/by-nc-nd/4.0/en_US
dc.rights.holder© 2018 Taylor & Francis.en_US
dc.subjecthealthcareen_US
dc.subjectInterprofessional learningen_US
dc.subjectlegitimate peripheral participationen_US
dc.subjectplacementen_US
dc.subjectsupervisoren_US
dc.titleLearning from students: facilitators' learning in interprofessional placementsen_US
dc.typeArticleen_US
local.contributor.authorOrcidLookupAttrill, Stacie Lorraine: https://orcid.org/0000-0001-6194-8987en_US
local.contributor.authorOrcidLookupBrebner, Christine Mary: https://orcid.org/0000-0002-8571-6061en_US
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