Document Type

Dissertation

Degree

Doctor of Education

Major

Educational Practice

Date of Defense

7-21-2023

Graduate Advisor

E. Paulette Isaac-Savage, Ed.D

Committee

Kathleen M. Haywood, Ph.D

Shawna Strickland, Ph.D

Abstract

A framework for interprofessional collaborative practice (IPCP) was developed by the World Health Organization (WHO) (WHO, 2010) in response to the need to address the complicated conditions that exist in today’s health systems. Much of the focus of today’s health service delivery is predicated on the social determinants of health (Barzansky et al., 2019), which refer to the environmental conditions associated with where people are born, live, go to school, work, play, age, and worship that have an impact on health, function, quality of life, and risks (Healthy People 2030, n.d.). IPCP is thought to be the only approach effective enough to address these complicated systems associated with health (Bosch & Mansell, 2015). This co-authored dissertation explores what may impact the development of IPCP skills in allied health professionals. This study focused on the lived experiences associated with IPCP of four allied health providers at three points along their professional paths. Those points were as students, clinicians, and faculty members. A hermeneutic phenomenological approach included the use of semi-structured interviews to gather information associated with IPCP at these three points. The overall results indicate that IPCP education, exposure, and application vary among the participants. Two of the four participants appear to have had more experience with IPCP, which has implications for patient and client interventions and professional education programs in allied health. Future research is indicated to further examine implications from this study.

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