Ontology. Social constructivism is my dominant worldview. It assumes that meanings are created in social interaction. They are constructed on individual and group/organizational/professional levels and influenced by numerous historical, cultural and technological factors.
Epistemology. The social constructivism learning theory (Curran, Fleet, & Kirby, 2010; Vygotsky, 1978) is associated with that worldview. I will use it as a lens to analyze potential challenges of QIE/IPL.
Social constructivism assumes that groups actively construct knowledge through social interaction internally among team members, and as a team interacting with the external world. In that process they create group culture, a collection of shared artifacts and shared mental models. Ultimately, according to a social constructivist view, the society exists simultaneously as subjective and objective reality (Andrews, 2012).
Data analysis will rely on three segments (Figure 5):
- Phenomenographic research will draw a picture of how QIE/IPL is perceived. My goal is to make the process as collaborative, iterative and transparent as possible/approved. Therefore, in addition to the standard phenomenographic method illustrated below, to evaluate the findings I will 1) organize a follow-up interview with selected participants and 2) share findings with a few leaders and the public (if approved) and ask for feedback. If there are moderate differences between groups, I will reflect on them. If those differences are significant, it may be possible to create separate outcome spaces for each group.
- A case study of each professional organization involved in the research will be focused on QIE/IPL-related practices and technology, and the official policy used in the organization. That can help us better interpret data from phenomenographic research and get insight into what is possible in reality. For example, in my most recent research (Hlede, 2015) I found that in the ASA all research participants indicated that IPL is the preferred way to go. However, the official policy of the organization doesn’t reflect that.
- Interaction between groups and existing and potential QIE/IPL projects will be analyzed through activity theory, so we can get a better picture of interprofessional activities that at this moment shape perceptions of each profession.
Figure 5. Data analysis.
Hlede, V. (2015). Interprofessional Learning: Anesthesiologists’ Perspectives. Assignment, Doctoral Programme in E-Research and Technology Enhanced Learning. Department of Educational Research. Lancaster University.Read More