Pre-Qualifying Preparation for Interprofessional Working in Practice - Assignment Example

?\ Critique of a research-nursing article Key words: Research, Data collection, Participants, Sentiments, Qualitative, Interviewee, 1. The question/aim/objective of the study The essay seeks to offer a critical analysis of the article Oh why didn`t take more notice? Professionals` views and perceptions of pre-qualifying preparation for interprofessional working in practice authored by Katherine C. Pollard, Margaret E. Miers and Caroline Rickaby. This encompasses ascertaining how the individual researchers have effectively utilized evidence-based research to present of their arguments (Hafford-Letchfield, T. 2008). The article critique will also assess its design (qualitative), which the authors cite to have utilized in this study with the intention of establishing its relevance to the purpose stated (Weinstein, Colin & Tony, 2003). This is because research in nursing similar to other fields usually seeks to devise effective ways meant to ensure patients’ welfare as well as improving service delivery’s quality (Polit and Beck, 2008). This is via utilizing evidence-based research, which presently numerous scholars have immensely utilized in ensuring medical field’s service delivery is up to date (Polit and Beck, 2008). The assessment of this article has proved the article still upholds its logic. This is via being consistent with the qualitative research that compares information attained from the participants, which comprises assessing people’s perceptions regarding both Interprofessional Working (IPW) and Interprofessional Learning (IPL) (Pollard, Miers & Gilchrist, 2005). Additionally, the critiquing method of this article besides utilizing varied approaches, it assumes Cormack framework. This encompasses detailed analysis of each section making up the entire study’s content (Caldwell, Henshaw & Taylor, 2005). 2. Design/methodology The qualitative research utilized in this research has successfully managed to extract the needed information especially from the participants (Murphy & Dingwall, 2003). Since, its core focus encompassed attaining information via inquiries coupled with encouraging the participants to express their perceptions and experiences (Hafford-Letchfield, T. 2008). Research’s design used in this task entails studying people’s experiences and receiving feedbacks concerning both Interprofessional Learning and Interprofessional Working from diverse medical practitioners each representing chosen posts (Thannhauser, 2010). The design is consistent with the entire study’s purpose, whereby the required information cannot have an alternative and effective method to assume this role. Qualitative research in this task enables the assessor to engage the participants who in turn responds willingly and in a relaxed manner (Murphy & Dingwall, 2003). Hence, creating conducive environment where the subjects are capable of expressing themselves without feeling belittled or disregarded (Pollard, Miers & Rickaby, 2012). This is evident from the unstructured interviews undertaken whose core purpose entailed to ensure subjects representing varied positions in the medical field were able to express their sentiments. These interviews were in the locations, which the subjects preferred and they could feel comfortable when expressing their sentiments (Pollard, Miers & Rickaby, 2012). Besides, design allows participants to contribute in what they feel will render the entire task to be successful, hence aiding the researcher to observe their social interactions (Pollard, 2006). For illustration, while working together, participants exhibit strong boldness via questioning the inactiveness of their members who may be representing other disciplines (Pollard, Miers & Rickaby, 2012). Hence, encourage them to contribute both verbally and in actions with the intention of ascertaining the success of the entire study process. However, the collected data and its varied arguments seem to have eluded negative perceptions of the subjects towards Interprofessional Learning (IPL) (Pollard, Miers & Gilchrist, 2005). This is regardless of some subjects revealing negative sentiments in their interviews, but the interviewees ended up disregarding them (Pollard, Miers & Rickaby, 2012). 3. The sample/subjects/participants Before the inception of this study, researchers did obtain an informed consent from the participants after giving them a vivid explanation concerning the exercise they were about to undertake, hence respect their dignity (Pollard, Miers & Rickaby, 2012). The latter is also evident from the researchers’ putting of measures meant to hide the subjects’ identity, so that they will not feel exposed once the results are availed to the public. This is because of the information they would have availed to the researchers and especially emanating from the medical practitioners. Consequently, those in charge introduced blinding strategy aimed at ensuring each subject’s anonymity (via coding method); such that when the results are out in the public will not be to their detriment (Pollard, Miers & Rickaby, 2012). Besides, the research also inclined to the wishes of its participants via agreeing to undertake interviews where they felt comfortable, for instance, homes, over the phone or in their offices (Pollard, Miers & Rickaby, 2012). Hence, ensuring they have adhered to nurses’ ethics (Lippincott & Wilkins, 2002). The sample is also consistent with both the research’s design and the information needed, which ought to come from four cohorts. Since, the task’s data collection entailed recording of comparisons made both during and after the participants have undergone the set test (Hafford-Letchfield, T. 2008). 4. Data collection methods Collecting information involved putting participants in four cohorts whereby in total they were 29 people before dividing them into two categories (Pollard, Miers & Rickaby, 2012). They were 19 subjects having inter-professional curricula whereas the rest traditional uni-professional curricula (Pollard, Miers & Rickaby, 2012). This setting is effective besides clearly describing from its inception all through to the conducting of personal interviews’ stage (Danis, 2012). The latter step in this study expounds how researchers performed interviews on the subjects in diverse locations (Pollard, Miers & Rickaby, 2012). This was according to the subjects’ varied preferences whereby some chose to have the interviews carried in their homes, via the phone or at their workplaces (Pollard, Miers & Rickaby, 2012). Hence, granting them the autonomy and comfort they needed to relay their information, which mostly encompassed an individual’s own sentiments (Danis, 2012). Additionally, this task does not have a structured questions meant for the participants owing to their liberty to express themselves. Therefore, this mode of approach prompts the researchers to inquire information depending on how the participants express themselves (Hafford-Letchfield, T. 2008). Hence, allowing room for some to be cunning enough and respond according to what the inquirer may be intending to hear. 5. Data analysis and results The mode of data analysis in this task comprises transcribing diverse interviews expressing the participants’ sentiments (Pollard, Miers & Rickaby, 2012). However, they do not have names of those who transcribed them whereby one cannot use them to support own arguments proved by what he or she has read from the article (Pollard, Miers & Rickaby, 2012). This research has also ignored certain data regarding negative perceptions earlier mentioned by the interviewees while expressing their sentiments. However, the entire content is excellent (Pollard, Miers & Rickaby, 2012). Therefore, this study entails to seek more information and measures meant to present negative sentiments’ aspect in the data analysis. 6. Ethical considerations The task contends that, before its inception, it had sought approval from the relevant authorities charged by the state with mandate of ensuring researchers adhere to study’s ethics. These authorities include NHS Research Ethics Committee and Faculty Research Ethics Sub-Committee besides the participants (English, Sommerville & Brannan 2012, p. 610). The latter entailed researchers to attain an informed consent from the participants after explaining them about the research and what they were intending to obtain (Schildmann 2012, p. 72). Essence of all these tasks is to guarantee confidentiality and the human subjects’ dignity, which is incomparable to that of an animal (Schildmann 2012). 7. Conclusion and implications for nursing practice The study’s conclusion section does not tie as necessitated the essential facts addressed by the entire content, hence entails intensive research (Pollard, Miers & Gilchrist, 2005). This is especially on the aspect of IPL though its success correlates well with the improvement of service delivery, which yields to the patients’ welfare. Besides, the study fails to address the impacts of IPL on those individuals who had previous working experience compared to those who did not and were in the same category (Pollard, Miers & Gilchrist, 2005). References Caldwell, K., Henshaw, L. & Taylor, Gina. 2005. Developing a framework for critiquing health research. Journal of health, social and environmental issues, Vol. 6 No. 1 pp. 45-54. ISSN 1478 [online] Available at: [Accessed 22 January 2013]. Danis, M. 2012. Clinical research consultation: a casebook. Oxford, Oxford University Press. English, V., Sommerville, A., & Brannan, S. 2012. Medical ethics today the BMAs handbook of ethics and law. Chichester, West Sussex, Wiley-Blackwell. Hafford-Letchfield, T. 2008. Leadership and management in social care. Los Angeles, SAGE. Lippincott Williams & Wilkins. 2002. Illustrated manual of nursing practice. Philadelphia, Lippincott Williams & Wilkins. Murphy, E., & Dingwall, R. 2003. Qualitative methods and health policy research. New York, Aldine de Gruyter. Nesbitt, L. A. 2004. Clinical research: what it is and how it works. Boston, Jones and Bartlett Publishers. Pollard, K. C. 2006. A comparison of interprofessional perceptions and working relationships among health and social care students: the results of a 3?year intervention. Health & social care in the community, Vol. 14 No. 6 pp. 541. DOI:10.1111/j.1365-2524.2006.00642.x Pollard, K. C., Miers, M. E. & Rickaby, C. 2012. Oh why didn`t take more notice? Professionals` views and perceptions of pre-qualifying preparation for interprofessional working in practice. Journal of interprofessional care, Vol. 26 pp. 355-361. Pollard, K. C., Miers, M. E. & Gilchrist, M. 2005. Second year skepticism: Pre-qualifying Health and social care student’s midpoint self-assessment, attitudes and perceptions concerning interprofessional learning and working. Journal of interprofessinal care, Vol. 19 No. 3 pp. 251-268. Schildmann, J. 2012. Human medical research: ethical, legal, and socio-cultural aspects. Basel, Springer Verlag. Thannhauser, J. 2010. Measures of interprofessional education and collaboration. Journal of interprofessional care, Vol 24 No. 4 pp. 336. DOI: 10.3109/13561820903442903. Weinstein, J., Colin W. & Tony L. 2003. Collaboration in Social Work Practice. London: Jessica Kingsley. Read More