The experiences of administrators, educators and clinicians during the development and implementation of interprofessional clinical learning units


  • Mark Hall University of Alberta
  • Jeanne Van der Zalm MacEwan University
  • Steven Patterson University of Alberta



interprofessional relations, health personnel, learning, faculty, focus groups



 Introduction: Interprofessional and collaborative practice is essential for effective patient care in new and evolving healthcare service delivery models. Traditionally, interprofessional clinical learning has focused on students and clinicians, however healthcare administrators and managers may play a key role in the success of interprofessional clinical learning. In this paper, the triumphs and trials of those engaged in the interprofessional clinical learning unit (IPCLU) conceptualisation, development and implementation are presented.

Methods: Over 60 executives, directors, frontline managers, educators, researchers and staff participated in the development and initiation of an IPLCU in three distinct clinical settings in Alberta: tertiary rehabilitation, acute care and continuing care. Focus groups were used to explore participants’ experiences of developing, initiating and implementing an IPLCU.

Results: A qualitative analysis revealed the following predominant themes that describe significant outcomes or considerations: pre-IPCLU challenges, team dynamics, student experiences, cultural changes, sustainability and leadership.

Conclusions: Successful implementation of IPCLUs can be achieved with participation and leadership from clinicians and educators and the support of administration at both the academic institution and the healthcare agency.


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How to Cite

Hall, M., Van der Zalm, J., & Patterson, S. (2016). The experiences of administrators, educators and clinicians during the development and implementation of interprofessional clinical learning units. Focus on Health Professional Education: A Multi-Professional Journal, 17(3), 96–106.