Social practice dimensions of practice-based education (Higgs, 2011) | Relevance to interprofessional relationships | Reflective questions for the ongoing development of interprofessional relationships |
Education in context: “Practice-Based Education inevitably occurs within contexts shaped by the interests and practices of students, teachers, practitioner role models, university and workplace settings and society” (p.3). | Students’ and educators’ interactions with other professions can be influenced by their past, current and ongoing experiences. | In relation to the people of different professions I/we work with: To what extent do I/they/we value the contributions of other/my professions? To what extent do I/they/we understand the constraints I/they/we face? How might this influence our interprofessional workplace learning strategies? |
Engaging in relationships: “Practice and pedagogy are essentially about relationships. These are realised through partnerships between learners and academics, workplace learning educators and practitioners, among learners (peer learning), across universities and industry/practice-worlds, among university and practice-based educators, and with universities and regulatory authorities, professional groups, society etc” (p.3). | Relationships between students, workplace learning educators and practitioners can be intertwined across time (in relation to previous and current experiences) and roles (including personal). | In relation to the contexts in which I/they/we work: What opportunities do I/they/we have to develop interpersonal relationships with colleagues from other professions? What opportunities do I/they/we have to facilitate the development interpersonal relationships between other people from other professions? How can these relationships inform my/their/our educational roles in other contexts? |
Authenticity and relevance: “The education approach, including educators’ role modelled behaviours should reflect and be grounded in the expectations, norms, knowledge and practices of the profession” (p.3). | All educators (across university and healthcare settings) have potential to make visible, positive, interprofessional relationships. | In relation to patient-centred collaborative practice: How do I/they/we make it visible to others that I am/they/we are being interested in other professions, inclusive of other professions, bringing a sense of my own profession, valuing the contributions of other professions and understanding the constraints people within other professions face when working and learning? How can I/they/we work with other educators to ensure that positive relationships with other professions are made visible? |