“Care homes are a fundamental part of the health and social care system, and with demand in the sector expected to increase, it is important to better understand how the sector can improve
recruitment and retention, be sustainably staffed, and promote collaborative practice. While interprofessional training environments are increasingly seen as a key stage in advancing health and
social care systems, little is known about interprofessional student training schemes in the context of the UK care home environment.

This pilot study aimed to implement and evaluate a 6-week IPE student training placement scheme across three care homes across in Greater Manchester. Students (n=15) across a variety of disciplines – including nursing, physiotherapy, social work, podiatry, counselling, and sports rehabilitation – were placed within the homes to work in an interprofessional environment and address the goals of residents as a collaborative team.

A total of 52 qualitative semi-structured interviews were undertaken with residents (n=10), care home staff (n=12) and students (n=30), over a period of 5 months. Quantitative data was collected by administering an AGEIN questionnaire to students pre and post placement (n=13). The questionnaire asked students about their perceptions of, and attitudes toward, working with older people.

Our study suggests that care homes provide students with an ideal environment for interprofessional working and learning. Through better understanding the dimensions of difference perspectives and approaches, students felt the project improved their education and shifted their perceptions of aged care. Staff benefit from new ways of working, improving their knowledge and skills, which in turn enhances the care the residents receive. Findings also highlight the complex barriers that influence interprofessional learning in the care home setting. In this report we will discuss the benefits and challenges of implementing interprofessional education in care home settings, detail the positive and transformative impacts the experience had on residents, staff and students and consider the future direction of such schemes.”

Authors: Melanie Stephens,  Siobhan Kelly,  Andrew Clark,  Malcom Granat, Ruth Garbutt and  Lydia Hubbard – University of Salford

This report details the outcomes of a research project led by the University of Salford with partners at Manchester Metropolitan University, Bolton University and the University of Manchester, and core support from Greater Manchester Project Management Office. It has received external funding as part of a series of initiatives from the GM Enabling Effective Learning Environments workstream.

For access to the full report click here