A framework to guide the integration of interprofessional education in the classroom and practice setting - underpinned by findings from a sequential mixed methods study.
Health and social care systems face increasing demands for interprofessional education and collaborative practice (IPECP) to meet complex patient needs. In response, global leaders advocate for interprofessional education (IPE) to prepare professionals for effective IPECP. An initial study conducted...
| Publicado en: | Journal of Interprofessional Care pp. 1 - 12 |
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| Autores principales: | , , , , , , |
| Formato: | Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jul2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=195202771&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 195202771 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13561820 57N jtl: Journal of Interprofessional Care issn: 13561820 maglogo: Y pubinfo: dt: Jul2026 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 195202771 10.1080/13561820.2026.2698731 195202771 ppf: 1 ppct: 11 formats: fmt: @attributes: type: P tig: atl: A framework to guide the integration of interprofessional education in the classroom and practice setting - underpinned by findings from a sequential mixed methods study. aug: au: Lindqvist, Susanne Vasset, Frøydis Hofseth Almås, Synnøve Howard Wilsher, Stephanie Willumsen, Elisabeth Iversen, Hans Petter Ødegård, Atle affil: University of East Anglia sug: ab: Health and social care systems face increasing demands for interprofessional education and collaborative practice (IPECP) to meet complex patient needs. In response, global leaders advocate for interprofessional education (IPE) to prepare professionals for effective IPECP. An initial study conducted by the authors revealed skepticism among university educators about IPE approaches and their ability to translate into workplace practice. This prompted a follow-up study aimed at developing an evidence‑based framework to support educators in overcoming barriers to integrating meaningful IPE into curricula that bridge the theory-practice gap. A sequential mixed‑methods design, theoretically underpinned by social-innovation-informed experiential learning, enabled cumulative validity across three research strands, each published separately. Drawing on insights from both the initial and follow-up study, incorporating data from more than 220 participants, this article presents the emergent 4P Framework, which identifies four core considerations for effective IPE integration: Priority, Professional value, Professional commitment, and Person-centredness. The development of the framework is described and situated within the existing evidence base. To support practical application, the 4P Framework is mapped to an established transitions model, providing educators and leaders with a structured and theoretically aligned tool to guide IPE implementation and highlighting empirically informed areas for future research. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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