Optimising interprofessional education through nutrition education: faculty and student perspectives for developing an innovative interprofessional nutrition education intervention

<ns3:p>Background Interprofessional education (IPE) is a crucial strategy for improving patient care and outcomes through improved teamwork and collaboration. Nutrition care is a common aspect of healthcare professionals' work, potentially enhancing IPE. This study examined faculty and student perspectives, assessed the current state nutrition education, and evaluated its potential for building student interprofessional competencies. Methods We adopted a phenomenological approach to explore perspectives and lived experiences among faculty and students recruited from three health faculties/schools from a university in Ghana with diverse backgrounds and programs of study including pharmacy, medicine, nutrition, nursing, midwifery and among others from April through to October 2024. All interviews were audio-taped, transcribed verbatim and analysed through coding and thematic analysis. Results We interviewed 24 faculty and students. Participants broadly defined IPE as a collaborative learning technique that fosters mutual understanding and teamwork among students from various health disciplines. Professional hierarchies, logistical obstacles, and a lack of institutional support were among the challenges, even though many participants had good experiences, such as enhanced collaboration and greater appreciation of various professions. A lack of experiential learning and real-world applications in the present curricula despite the recognition of the importance of nutrition education, especially in the care of mothers and newborns. Faculty and students pushed for more culturally appropriate, practice-based methods to improve nutrition education. Integrating IPE into curricula, encouraging early exposure, and encouraging group learning through clinical rotations and seminars were among the main suggestions to improve IPE. It's crucial to address issues like curriculum alignment and the breaking down of professional silos. Conclusion Faculty and students recognized IPE as valuable for teamwork and mutual understanding, but implementation was inconsistent due to institutional, logistical, and hierarchical barriers. Nutrition education emerged as a promising platform, though limited experiential learning reduced its impact.</ns3:p>