Sustainable interprofessional education programmes: What influences teachers to stay involved?

Delivery of interprofessional education (IPE) initiatives for pre-licensure students is increasingly the norm in health and social care training programmes. This collaborative form of education relies on teachers from various disciplines joining together to facilitate IPE. When IPE programmes first start, goodwill often prevails and facilitators are keen to take part. But as time goes on, retaining the IPE facilitator workforce is challenging. Research was undertaken to explore the experience of IPE facilitators who were part of a New Zealand university-based ten year old IPE programme. The research used a qualitative survey approach. Responses were received from 29% of all those invited to participate. Closed questions were collated and free-text survey responses analyzed using Template Analysis. Three themes and one integrative theme were identified. Themes include facilitators who are recognized, facilitators who are confident, and facilitators who are inspired. Themes were mediated by macro, meso and micro level forces. The cross-cutting integrative theme showed IPE facilitators experienced individual tipping points, with the potential to influence their continued involvement. These tipping points need to be recognized and addressed by those in senior level positions (macro-governance and meso-management), to ensure IPE facilitators continue and IPE programmes remain sustainable.

面向执业前学生的跨专业教育（interprofessional education, IPE）项目开展，现已逐渐成为卫生与社会照护培训项目的主流范式。该协作式教育模式依托多学科教师协同合作，共同承担IPE的组织教学工作。IPE项目初创阶段，往往凭借初始善意与参与热忱启动，协调组织者们亦踊跃投身其中，但随着项目推进，维持IPE协调组织者队伍的稳定性逐渐成为一项挑战。本研究旨在探究新西兰某高校一项已运行十年的IPE项目中，协调组织者的从业体验，研究采用定性调查法，最终受邀参与者的问卷回收率为29%。研究人员对封闭式问题进行汇总整理，并通过模板分析法（Template Analysis）对开放式问卷回复开展编码分析，最终识别出三个核心主题与一个整合性主题：得到认可的组织者、具备职业信心的组织者、深受鼓舞的组织者，上述核心主题均受宏观、中观与微观层面的力量所调节。贯穿全程的整合性主题显示，IPE协调组织者会经历个体职业转折点，此类转折点可能对其后续的参与意愿产生影响。高层管理群体（宏观治理与中观管理层面）需及时识别并妥善应对这些转折点，以保障IPE协调组织者持续参与项目，进而维护IPE项目的可持续发展。