title: Educating for interprofessional practice: moving from knowing to being, is it the final piece of the puzzle?
abstract: BACKGROUND
  Professional socialisation and identity arise from interactions occurring within university-based interprofessional education, and workplace-based interprofessional practice experience. However, it is unclear how closely language and concepts of academic learning situations align with workplace contexts for interprofessional learning. This paper reports on a study that brought together university-based educators responsible for teaching health professional students and health service-based practitioners who supervise students in the field.
  
  
  METHODS
  Interviews and focus groups with university-based educators and health service-base practitioners were used to explore perceptions of capabilities required for interprofessional practice. The qualitative data were then examined to explore similarities and differences in the language used by these groups.
  
  
  RESULTS
  This analysis identified that there were language differences between the university-based educators and health service based practitioners involved in the project. The former demonstrated a curriculum lens, focusing on educational activities, student support and supervision. Conversely, health service-based practitioners presented a client-centred lens, with a focus on communication, professional disposition, attitude towards clients and co-workers, and authenticity of practice.
  
  
  CONCLUSIONS
  Building on these insights, we theorise about the need for students to develop the self in order to be an interprofessional practitioner. The implications for health professional education in both university and workplace settings are explored.
authors.affiliation: School of Medicine, The University of Adelaide, Adelaide, South Australia, Australia. Helena.ward@adelaide.edu.au.
authors.forename: Helena
authors.identifier: http://orcid.org/0000-0002-3831-1205
authors.initials: H
authors.lastname: Ward
authors.affiliation: School of Medicine, Flinders University, Adelaide, South Australia, Australia.
authors.forename: Lyn
authors.initials: L
authors.lastname: Gum
authors.affiliation: Speech Pathology, School of Health Science, Flinders University, Adelaide, South Australia, Australia.
authors.forename: Stacie
authors.initials: S
authors.lastname: Attrill
authors.affiliation: Flinders International Study Centre, Flinders University, Adelaide, South Australia, Australia.
authors.forename: Donald
authors.initials: D
authors.lastname: Bramwell
authors.affiliation: Health Professional Education, School of Medicine, Flinders University, Adelaide, South Australia, Australia.
authors.forename: Iris
authors.initials: I
authors.lastname: Lindemann
authors.affiliation: School of Medicine, Flinders University, Adelaide, South Australia, Australia.
authors.forename: Sharon
authors.initials: S
authors.lastname: Lawn
authors.affiliation: School of Nursing and Midwifery, Flinders University, Adelaide, South Australia, Australia.
authors.forename: Linda
authors.initials: L
authors.lastname: Sweet
mesh_terms: D001291:Attitude of Health Personnel; D003142:Communication; D003299:Cooperative Behavior; D003479:Curriculum; D017144:Focus Groups; D006801:Humans; D007400:Interprofessional Relations; D013336:Students, Health Occupations / Q000523:psychology; D014495:Universities; D017132:Workplace / Q000523:psychology