Caroline Carlisle

“Do none of you talk to each other?”: the challenges facing the implementation of interprofessional education

There is a growing interest internationally in the development of interprofessional education (IPE), with the potential goal of achieving more effective healthcare delivery. The aim of this study is to explore the feasibility of introducing IPE within undergraduate health professional programmes, using a systematic review of the evidence and focus-group interviews. This paper reports findings from the focus-group interviews. Three focus-group interviews, each lasting two hours, were conducted. Participants (n = 34) were drawn from the clinical and academic environments, from health service consumers and from health professional students. Two areas were explored: (1) the feasibility of IPE and (2) perceptions of its effects. Each focus group had a primary facilitator who led the group discussion and a second facilitator audiotaping discussions and writing observational notes. Three main themes emerged: the advantages of IPE, the challenges of initiating IPE, and the role of IPE in the creation of professional identification. There was consensus in the view that IPE had much potential in breaking down traditional barriers to team working, including professional ‘tribalism’. It is important for IPE to be integrated with interprofessional experiences in clinical practice. Further empirical work, focusing on student and patient outcomes in IPE, is needed.

Stress in midwifery: a comparison of midwives and nurses using the Work Environment Scale.

Previous research into midwifery has identified a number of potential sources of stress without attempting to understand the variables that might contribute to it. The study sample was drawn from a population of registered nurses and midwives and compares the work environment of 29 midwives with 180 nurses, using the Work Environment Scale Questionnaire. Significant differences were found between midwives and nurses for involvement, supervisor support, autonomy, work pressure and clarity of roles. These results have the potential for forming the basis of future research.

Post-registration degrees in nursing: a time for evaluation

There is a steadily growing number of post-registration degrees for registered nurses being offered by universities and polytechnics. Despite this fact, there is little published research-based literature which investigates the career paths and plans of these graduates and the value and function of this type of degree course. This paper reviews the literature relating to post-registration degrees in nursing and discusses the reasons registered nurses may decide to undertake a post-registration degree, the possible benefits of studying for and attaining a post-registration degree and highlights the present position of masters degrees in nursing. Reasons are suggested as to why a comprehensive evaluation of post-registration degree courses in nursing is required.