Search

Review question\ud Q1: What are the factors that influence individual service provider response to parents who are victims/survivors and/or perpetrators of IPVA and their exposed children?\ud \ud Q2: What are the factors that influence the way in which agencies work together in response to parents who are victims, survivors and/or perpetrators of IPVA and their exposed children?\ud \ud Searches\ud We will search the international literature using electronic databases: MEDLINE (OVID), PsychoINFO (OVID), CINAHL (EBSCO), Scopus, Applied Social Science Index and Abstract (ASSIA) (ProQuest). Searches will be limited to publication dates ranging from of 2004-2022 to capture literature that is relevant to current legislation, such as the Children Act (2004), The Care Act (2014), the Children Act 1989 guidance and regulations (2021) and the Domestic Abuse Act (2021), which is the context in which service providers operate.\ud \ud Types of study to be included\ud The review will include qualitative studies using narrative data to report approaches to service provision for adults and children affected by IPVA. Studies with at least some qualitative data collection, analysis, and reporting will be included. Studies including only quantitative methods, analysis and reporting will be excluded.\ud \ud Condition or domain being studied\ud The condition being studied is Professional Practice in relation to Intimate Partner Violence and Abuse (IPVA) when it includes working with parents and children (up to 18 years of age) who experience IPVA. We will include papers which discuss factors including, but not limited to, the primary mandate of service providers, core components of working with affected parents and their children (as determined by models of service provision, processes, enablers, constraints and outcomes at individual, organisational and systems level), and service providers’ staff perceptions of service delivery.\ud \ud Participants/population\ud Study participants will be practitioners, professionals and managers in adult social care, child social care, the police, primary care, A&E, mental health teams, services involved in Multi Agency Risk Assessments (MARACs), voluntary organisations offering specialist services to parents and/or child victims/survivors and/or perpetrators of intimate violence and abuse and any other relevant service reported in included papers. Specialist services include the provision of housing for, and counselling of, adults and children affected by IPVA. Peer support groups where a practitioner does not provide the intervention would be excluded.\ud \ud Intervention(s), exposure(s)\ud The review will look for service responses/interventions related to parental IPVA. The Domestic Abuse Act of 2021 defines domestic violence as “physical or sexual abuse, violent or threatening behaviour, controlling or coercive behaviour, economic abuse, psychological, and/or emotional or other abuse. It does not matter whether the behaviour consists of a single incident or a course of conduct”.\ud https://www.legislation.gov.uk/ukpga/2021/17/contents/enacted\ud \ud \ud Comparator(s)/control\ud Not applicable

Background: Interprofessional Education (IPE) is essential for the development of a ‘collaborative practiceready’ health workforce. To date, there is evidence that suggests mixed outcomes emerging from IPE interventions ranging from positive to no outcomes at all. Objective evidence of the contexts and mechanisms of IPE that are associated with positive outcomes in undergraduate education in health sciences is limited. Objectives: With this review we seek to understand how exactly IPE in undergraduate education in health sciences and social work is implemented, which components of IPE work for which specific groups and under what circumstances. Methods: We will conduct a realist review, which is a theory-driven interpretive approach to evidence synthesis. This method is appropriate because it applies realist logic of inquiry and aims to produce an explanatory analysis of an intervention. More specifically, realist methodology allows us to understand and explain what works, for whom and in what circumstances. In line with the realist methodology, we developed an initial programme theory by relying on the available literature, as well as by consulting stakeholders and drawing on the diverse expertise of our review team. The search strategy for the development of the refined programme theory will comprise the following: i) electronic database searching, ii) hand-searching of bibliographies, iii) ‘cited by’ searching, iv) stakeholder sessions, v) searching grey literature. The process of searching for available evidence will be iterative, will evolve and will be refocused as the review progresses. We will include documents based on whether they contain information that can contribute to the theory building (relevance) and whether the methods used to generate the relevant information are sound and trustworthy (rigour). Data extraction will be conducted by means of annotation and note-taking methods according to the realist methodology. We will examine the collected and appraised evidence of the different outcomes within the initial programme theory and we will infer how these outcomes are caused in certain contexts through various mechanisms. The review will be reported according to the RAMESES publication standards. Importance: At the end of the review we will propose a refined theory based on our understanding of the available evidence of what aspects of IPE in undergraduate health sciences work, for whom and in what circumstances. This type of theory will inform the development of future IPE interventions in undergraduate education in health sciences and in so doing it will address a gap in the existing literature on IPE. On a different level, the review will highlight a set of areas that merit further investigation, proposing in this way a research agenda that is relevant to the topic of the review. only published online, no volume/issue number BEME Systematic Review ispartof: Medical Teacher pages:1-32 status: Published online