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Open AccessArticle

Educators’ Interprofessional Collaborative Relationships: Helping Pharmacy Students Learn to Work with Other Professions

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Tamworth Education Centre, Department of Rural Health, University of Newcastle, 114-148 Johnston Street, Tamworth, NSW 2340, Australia
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Manning Education Centre, Department of Rural Health, University of Newcastle, 69A High Street, Taree, NSW 2430, Australia
*
Author to whom correspondence should be addressed.
Academic Editors: Keith A. Wilson, Maree Donna Simpson and Greggory Maynard
Pharmacy 2016, 4(2), 17; https://doi.org/10.3390/pharmacy4020017
Received: 24 November 2015 / Revised: 1 March 2016 / Accepted: 23 March 2016 / Published: 30 March 2016
(This article belongs to the Special Issue Workplace Learning in Pharmacy)
Similar to other professions, pharmacy educators use workplace learning opportunities to prepare students for collaborative practice. Thus, collaborative relationships between educators of different professions are important for planning, implementing and evaluating interprofessional learning strategies and role modelling interprofessional collaboration within and across university and workplace settings. However, there is a paucity of research exploring educators’ interprofessional relationships. Using collaborative dialogical inquiry we explored the nature of educators’ interprofessional relationships in a co-located setting. Data from interprofessional focus groups and semi-structured interviews were interpreted to identify themes that transcended the participants’ professional affiliations. Educators’ interprofessional collaborative relationships involved the development and interweaving of five interpersonal behaviours: being inclusive of other professions; developing interpersonal connections with colleagues from other professions; bringing a sense of own profession in relation to other professions; giving and receiving respect to other professions; and being learner-centred for students’ collaborative practice. Pharmacy educators, like other educators, need to ensure that interprofessional relationships are founded on positive experiences rather than vested in professional interests. View Full-Text
Keywords: co-located settings; educators; interprofessional education; interprofessional learning; pharmacy; relationships; workplace learning; work integrated learning co-located settings; educators; interprofessional education; interprofessional learning; pharmacy; relationships; workplace learning; work integrated learning
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Croker, A.; Smith, T.; Fisher, K.; Littlejohns, S. Educators’ Interprofessional Collaborative Relationships: Helping Pharmacy Students Learn to Work with Other Professions. Pharmacy 2016, 4, 17.

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