Facilitators of and barriers to interprofessional learning between nurses and physiotherapists in hospital-based clinical practice: A scoping review
TL;DR
Sustainable IPL requires organizational structures that enable regular interaction among professionals, inclusive team cultures, and collaborative leadership that ensures that learning continues even as staff members change, and that essential knowledge is retained in hospital-based clinical practice, so that patients receive care based on their needs.
Abstract
Introduction Effective collaboration depends on mutual understanding of professional roles and responsibilities, making sustainable interprofessional learning (IPL) an integral part of hospital clinical practice. In this context, learning and collaboration reinforce one another and ultimately support better patient outcomes. However, the factors influencing IPL in hospital settings are not yet clearly understood. Therefore, this scoping review aimed to identify facilitators of, and barriers to, IPL in hospital-based clinical practice, focusing on nurses and physiotherapists. Method This scoping review followed the Arksey and O’Malley framework. A systematic literature search was conducted in three databases: PubMed, CINAHL, and Scopus, from inception to July 2026. Inclusion criteria were empirical scientific articles focusing on facilitators and barriers to IPL, applicable to adult hospital settings and including both nursing and physiotherapy perspectives. Grey literature, studies evaluating specific educational interventions or conducted in clinical settings with dedicated IPL initiatives beyond routine daily practice, and studies conducted in paediatric, maternity, or psychiatric settings were excluded. The database search yielded 1,973 articles, of which 11 were included following screening of 33 full-text articles. Results The included studies identified a range of facilitators to IPL including factors that supported socialization and familiarization (n = 6), building a positive team climate (n = 5), and conducive organizational structures (n = 10). Barriers included limiting structural prerequisites (n = 5), constraining interprofessional interactions (n = 4), and non-conducive prevailing workplace culture (n = 5). Conclusion Sustainable IPL requires organizational structures that enable regular interaction among professionals, inclusive team cultures, and collaborative leadership. This ensures that learning continues even as staff members change, and that essential knowledge is retained in hospital-based clinical practice, so that patients receive care based on their needs. This review may therefore support hospitals and educational organizations in creating conditions that support the systematic integration of IPL into both education and clinical practice and thereby sustain IPL and collaboration between nurses and physiotherapists.