Susanne Marie Lindqvist

• Lindqvist, Susanne; Vasset, Frøydis Perny; Almås, Synnøve Hofseth; Wilsher, Stephanie Howard; Willumsen, Anna Elisabeth & Iversen, Hans Petter [Show all 7 contributors for this article] (2026). A framework to guide the integration of interprofessional education in the classroom and practice setting - underpinned by findings from a sequential mixed methods study. Journal of Interprofessional Care. ISSN 1356-1820. doi: 10.1080/13561820.2026.2698731. Full text in Research Archive Show summary

  Health and social care systems face increasing demands for interprofessional education and collaborative practice (IPECP) to meet complex patient needs. In response, global leaders advocate for interprofessional education (IPE) to prepare professionals for effective IPECP. An initial study conducted by the authors revealed skepticism among university educators about IPE approaches and their ability to translate into workplace practice. This prompted a follow-up study aimed at developing an evidence‑based framework to support educators in overcoming barriers to integrating meaningful IPE into curricula that bridge the theory-practice gap. A sequential mixed‑methods design, theoretically underpinned by social-innovation-informed experiential learning, enabled cumulative validity across three research strands, each published separately. Drawing on insights from both the initial and follow-up study, incorporating data from more than 220 participants, this article presents the emergent 4P Framework, which identifies four core considerations for effective IPE integration: Priority, Professional value, Professional commitment, and Person-centredness. The development of the framework is described and situated within the existing evidence base. To support practical application, the 4P Framework is mapped to an established transitions model, providing educators and leaders with a structured and theoretically aligned tool to guide IPE implementation and highlighting empirically informed areas for future research.

• Lindqvist, Susanne; Wilsher, Stephanie Howard; Vasset, Frøydis Perny; Almås, Synnøve Hofseth; Willumsen, Anna Elisabeth & Iversen, Hans Petter [Show all 7 contributors for this article] (2025). Integrating interprofessional education in health and social care curricula to equip our future workforce : qualitative findings from senior leaders. Social Sciences & Humanities Open (SSHO). 12(7), p. 1824–1854. doi: 10.1016/j.ssaho.2025.101734. Full text in Research Archive Show summary

  The increasingly complex health and social care needs of the world's population require interprofessional collaboration. Interprofessional education (IPE) can prepare students for interprofessional collaborative practice. Despite mounting evidence supporting the positive impact of IPE, it is not yet integrated into all curricula. Previous findings from university teachers have highlighted a lack of leadership support. This study investigated the views of nine senior leaders across three universities in Norway and the United Kingdom. Four themes emerged around: system approach; curriculum and learning outcomes; person-centred care; and professional identity. All leaders see the need for integration of IPE into the curricula. The introduction of IPE led to concerns amongst some who worried that students may struggle to develop their professional identity if asked to learn with learners from other professional courses too early. UK leaders highlight the need to focus on person-centred care to deflect challenges linked to engagement but also recognise the existence of well-entrenched hierarchies between professions. Participants agree that executive leadership is needed and emphasise the power of co-creation with all stakeholders. Findings will contribute to a framework, in a future publication, that can help integration of IPE into curricula.

• Anderson, Elizabeth; Hean, Sarah Catherine Patricia Duff & Lindqvist, Susanne (2025). Faculty Development for Interprofessional Education and Practice. In Steinert, Yvonne (Eds.), Faculty Development in the Health Professions : A focus on research and practice. Springer. ISSN 9789819793723. p. 319–340. doi: 10.1007/978-981-97-9372-3_14. Full text in Research Archive Show summary

  Over the last 10 years health and social care has been delivered as an integrated team-based activity designed to meet both individual and population health and social care needs. Interprofessional education (IPE) for collaborative practice has therefore been propelled. Faculty development has a unique role in promoting IPE by addressing the barriers to learning and teaching that exist at individual and organizational levels and by equipping educators with the unique and sophisticated knowledge and skill set to design and facilitate IPE. This chapter explores the meaning and practice of interprofessional faculty development by sharing practical and evidence-guided experiences in developing and delivering IPFD programs that are underpinned by theory and based on patient and student involvement. Central to this argument is the importance of learning with, from, and about other faculty members, and learning to collaborate with colleagues, involving students and patients.

• Ødegård, Atle; Sæbjørnsen, Siv Elin Nord; Lindqvist, Susanne; Vasset, Frøydis Perny; Iversen, Hans Petter & Willumsen, Elisabeth [Show all 8 contributors for this article] (2020). Tverrprofesjonell samarbeidslæring i profesjonsutdanningene. In Willumsen, Elisabeth & Ødegård, Atle (Ed.), Samskaping : sosial innovasjon for helse og velferd. Universitetsforlaget. ISSN 9788215034089. p. 193–206. Full text in Research Archive

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• Ødegård, Atle; Lindqvist, Susanne; Iversen, Hans Petter; Almås, Synnøve Hofseth; Vasset, Frøydis Perny & Willumsen, Elisabeth (2016). University teachers` view of IPL and their role in helping students acheive outcomes : a comparative qualitative study. Full text in Research Archive

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