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As critical care patient numbers rise, nurses are joining teams in an often unfamiliar role.

Summary:\ud \ud This poster showcases the emergent findings from a focused ethnographic study looking into the Inter-professional Learning culture within Adult Critical Care settings. The research is being conducted as part of doctoral study and reports early findings from 2 of the 3 critical care units researched. Partial participation observation and semi-structured interviews are being used to collect data and constant comparison analysis has thus far revealed 3 themes: ‘Creating Space & Time for IPL’, ‘Collaborative IPL’ and ‘IPL & Humanistic Values’. The emerging theoretical framework is underpinned with social constructionism,complexity and socio-cultural learning theory.

The main aim of the doctoral research is to understand Inter-Professional Learning (IPL) occurring within the specific culture of Adult Critical Care. \ud \ud The research is multi-sited and will occur in 3 NHS Hospitals within the North East of England. It will use focused ethnography, with partial participant observation and interviewing, to develop a rich description of the Inter-Professional Learning culture in adult critical care clinical practice. To understand in-depth critical care practitioners’ perceptions and experiences of IPL, and to identify which factors are perceived to promote or inhibit effective Inter-Professional Learning, health care staff will be observed within the clinical setting of Adult Critical Care. Four occupational groups have been chosen, as a result of their prominence within the clinical setting, to also partake in semi-structured interviews. \ud \ud The research is currently undergoing ethical approval with the R&D departments within the 3 identified NHS Trusts and the doctorate is scheduled for completion at the end of December 2017.

This, the sixth article in a series exploring interprofessional education during the COVID-19 pandemic, will focus upon the considerations and adaptations aligned to the assessment of interprofessional education, including examples of the alternative assessment strategies employed by faculty, the modality of assessment and the tools utilised, the student and faculty experience of remote/online assessment and the challenges faced by both during the rapid pivot to remote learning and assessment.

Ethnography as a research approach has evolved over time. It has developed from its historical roots within the field of anthropology and is now used widely in a range of different contexts. This presentation will be used for the first session of the 2014/2015 Teeside Qualitative Researcher’s Forum and will begin by considering the vast number of approaches which can now be used within ethnography. The session will then focus more specifically upon a few common approaches adopted in research, such as focused and critical ethnography, among others.

The COVID-19 pandemic has had a significant impact on the learning experiences of students undertaking health and social care programmes across the globe. In the UK, the Nursing and Midwifery Council introduced emergency standards for undergraduate programmes in 2020, making significant short-term changes to programme delivery. However, the mandate for all students to undertake interprofessional education remained. Interprofessional education is key to preparing students on health and social care programmes, as it enables students to work as effective members of multi-agency/multi-professional teams on qualification. It is an important element of training, as it has a direct impact on quality of care and service user experience.This series of articles will explore the experiences of ‘lockdown learning’ from the perspective of academics, students and service users from a global perspective in relation to the delivery of interprofessional education during the pandemic, which necessitated a wholesale move from face-to-face, blended and online learning to include emergency remote teaching. The series was written by members of the Centre for the Advancement of Interprofessional Education Research Subgroup (Interprofessional Education Experiences) and aims to identify barriers and facilitators to successful shared learning and provide suggestions for how lessons learned can be taken forward to further enhance this important element of pre-registration education. The perceptions and attitudes of academics and students on such comprehensive changes are a unique and rich data source to explore and inform future provision.