Individuals and professions are compelled to work in a collaborative way, for the benefit of patients, improved safety and in order to provide the highest possible standard of care.
This compulsion is reinforced in the UK (where this study was undertaken) by policy introduced by the Department of Health and Quality Assurance Agency in 2006, that resulted in mandatory integration of interprofessional education (IPE) into pre-qualifying curricula by all regulatory bodies (Robson and Kitchen ).
Simultaneously, all health and social care (H&SC) professionals must still be trained to their own regulatory body’s professional standards, be able to perform their own roles, and carry out profession-specific tasks in line with their healthcare organisations’ requirements.
opinions could in fact be one of the main barriers to an interprofessional programme of work being implemented successfully.
Resultantly, this study was designed to explore what IPE qualified staff had themselves experienced, and how this linked to their own conceptualizations of professional identity (if at all), in order to consider the impact of these experiences and their opinions of them on IPE programmes they were subsequently involved in facilitating.