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<p>Interprofessional collaboration (IPC) is defined as the process by which professionals from different roles coordinate their efforts to provide a smooth, coherent delivery of services. In this study the current literature on the Singapore context through&#xa0;the perspectives of school counsellors&#xa0;was highlighted. This study aims to enhance understanding of the nature of IPC and identify factors that hinder and facilitate IPC. A qualitative study design was employed, conducting face-to-face and online semi-structured interviews with 10 school counsellors who are working/had worked in mainstream primary and secondary schools in Singapore. Reflective thematic analysis was utilised for data analysis. Three main themes relating to the nature of IPC emerged: (1) <i>School Counsellors Recognised the Essentiality of IPC</i>, (2) <i>Evolving Relationships</i>, and (3) <i>Adapting to Multifaceted and Dynamic Situations</i>. Subthemes related to factors influencing IPC. The three main themes contributed to the overarching theme, <i>Struggles of Engaging in IPC</i>, that school counsellors faced, whereby their strong desire to collaborate was hindered by barriers faced. Implications to research and practise are discussed.</p>

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Hindrances to Tighter Interprofessional Collaboration in Singapore: A Qualitative Study on Primary and Secondary School Counsellors

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年2月3日

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  • Ryan Wei Xiong Chin,
  • Poi Kee Low

摘要

Interprofessional collaboration (IPC) is defined as the process by which professionals from different roles coordinate their efforts to provide a smooth, coherent delivery of services. In this study the current literature on the Singapore context through the perspectives of school counsellors was highlighted. This study aims to enhance understanding of the nature of IPC and identify factors that hinder and facilitate IPC. A qualitative study design was employed, conducting face-to-face and online semi-structured interviews with 10 school counsellors who are working/had worked in mainstream primary and secondary schools in Singapore. Reflective thematic analysis was utilised for data analysis. Three main themes relating to the nature of IPC emerged: (1) School Counsellors Recognised the Essentiality of IPC, (2) Evolving Relationships, and (3) Adapting to Multifaceted and Dynamic Situations. Subthemes related to factors influencing IPC. The three main themes contributed to the overarching theme, Struggles of Engaging in IPC, that school counsellors faced, whereby their strong desire to collaborate was hindered by barriers faced. Implications to research and practise are discussed.