Using Case Study Methodology to Understand Contextual Challenges to Interprofessional Practice Learning

Interprofessional practice learning (IPPL) for students enhances university based interprofessional education. However, IPPL opportunities are often limited
and can be dependent on context and a range of situational factors. Case study methodology is suited to the complex environment of healthcare organisations,
enabling in-depth study of “contemporary phenomenon within its real-world context”. The flexibility of this approach offers the opportunity to generate multiple
forms of evidence and use each source to strengthen, verify and add validity to the other. A single, intensive, instrumental case study using mixed methods was
considered a valuable research methodology to investigate health and social care professions’ attitudes and perspectives of IPPL for students.
The study took place within one health board and associated local authority in Scotland, UK. A purposeful sampling strategy was used to recruit a range of
professions who regularly supervised students during acute and community care practice placements. An adapted version of the Readiness for Interprofessional
Learning Scale (RIPLS) was used to measure attitudes to IPPL. Semi-structured interviews were used to gain insight into participants’ perspectives of enablers and barriers to IPPL within their own practice areas. Results showed that attitudes to IPPL for students was generally positive. However, insight intoprofessions’ perspectives revealed that IPPL for students was limited due to resource and space constraints;
appropriateness of more than one student at one time interacting together with service users, and missed opportunities for IPPL.