Abstract
This article reports on an evaluated workshop using a speed networking method to promote inter-professional work-integrated learning (WIL) in a tertiary classroom setting. The article includes specific reference to speech-language therapy, nursing and social work, three of the seven disciplines that engaged with the exercise. Social constructivist learning theory is discussed with reference to development of work readiness for interprofessional teamwork among final year speech-language therapy students. The practical considerations used in facilitating the workshop are explained, with findings derived from a thematic analysis of the evaluation feedback provided. The key outcomes from the learning exercise identified an increased understanding of diverse professional identities amongst students whilst challenging pre-existing disciplinary stereotypes. Finally, the pedagogical implications of facilitating this WIL initiative are discussed. The role of quality inter-professional teamwork for enhancing service user outcomes in health and social care settings is widely acknowledged (Nygren et al., 2021). Even so, newly qualified practitioners report lack of confidence, knowledge and experience, and fear of rejection by professionals, playing a part in compromising interactions with individuals from other occupational groups in healthcare teams (Pfaff, 2014). Importantly, multiple studies attest to the positive impact inter-professional work-integrated learning (WIL) can have for students prior to entering employment with this ultimately leading to increases in understanding, knowledge and skills in communicating well between disciplines (Lawlis et al., 2016; Naumann et al., 2021). This article reports a successful approach to instigate a WIL initiative in the classroom setting to foster engagement with inter-professional education among final year speech and language therapy (SLT) students. The article begins with a review of literature related to the emergence of WIL in health disciplines, noting both the conditions that have enabled WIL to flourish in these fields as well as constraints to fostering inter-professional learning in tertiary education. The learning initiative used a 'speed networking' format which involved groups of students interviewing a range of professionals about their roles, tasks, theoretical influences and experiences in the field. As part of the activity, professionals from different sectors and disciplinary fields reflected upon where their practice might intersect with that of SLT. The process for completing this exercise is discussed in detail below. The nexus between different theoretical knowledge and practice in the field was examined in each round of the exercise, using an occupational lens. This 'speed networking' activity aligns with a constructivist framework where opportunities for active peer engagement with learning were encouraged, enabling students to co-construct the question schedule, participate in the interviewing of professionals and generate reflections upon new learning. In keeping with the definition of WIL proffered by the International Journal of Work-Integrated Learning (2021), the exercise included students, university staff and professionals from the workplace/community.