Interprofessional Education: Students' Learning of Joint Patient Care

Abstract

This study examines how patient care is developed in meetings between students of occupational therapy, physiotherapy, nursing and medicine who are allowed to shape their own interprofessional collaboration. We conduct a thematic interpretative analysis of audio recordings and observations from the meetings and informal talks with the students. The analysis draws on traditions in sociocultural learning theory that deal with interaction on something in common between actors with different knowledge bases and the consequences of this interaction. The analysis showed that the students developed collaboration in patient care by sharing, assessing and determining professional knowledge of patients' health conditions collectively. In conclusion, we argue that the students learned to use a multiprofessional knowledge base in the design of patient treatment when they were given responsibility to create the collaboration themselves. This demonstrates that students can be encouraged to independently develop professional collaboration in patient care within interprofessional education.

Students’ interprofessional workplace learning in clinical placement

“…As an authentic situation created by practitioners in the workplace, it challenged the students' interprofessional and professional learning in ways that differ from activities in the educational context. The arrangement provided the students with patient responsibility and accountability for their actions, which seemed to enhance their professional workplace learning (Baerheim & Raaheim, 2020;Gudmundsen, Norbye, Abrandt Dahlgren & Obstfelder, 2019) as they had to rise to the occasion when they encountered the complexity of professional work practice (Teunissen, 2015). The students learned things in the workplace by necessity as they had to deal with the patients' problems using their professional knowledge in collaboration with one another and in the group interviews the students' expressed enthusiasm about the activity and their learning opportunities to act as professionals.…”

“…Pedagogically, students' interprofessional learning in the workplace has been organised as student activities during or in relation to clinical placements in arrangements that are well known from educational settings. This covers a wide range of activities such as Schwartz rounds (Clancy, Mitchell & Smart, 2020), patient interviews, case studies, structured workshops, ward rounds, shadowing, observations (Anderson, Thorpe, Heney & Petersen, 2009;Kent, Courtney & Thorpe, 2018;Kent, Glass, Courtney, Thorpe & Nisbet, 2020;Kent et al, 2017;Wright, Hawkes, Baker & Lindqvist, 2012), student-led primary care clinics (Kent & Keating, 2015) and student teams (Bondevik, Holst, Haugland, Baerheim & Raaheim, 2015;Gudmundsen, Norbye, Abrandt Dahlgren & Obstfelder, 2019). These initiatives mostly report productive and desirable learning outcomes among students.…”

“…As the students dealt with patient problems within the interprofessional team, and in dialogue with the nursing home staff, they furthered their understanding of what constitutes professional work. Furthermore, it has been stressed that giving students responsibility for their actions enhances their interprofessional learning in workplaces (Baerheim & Raaheim, 2020;Gudmundsen, Norbye, Abrandt Dahlgren & Obstfelder, 2019). The workplace context creates a natural site for teamwork that reduces competitive behaviours and facilitates interprofessional collaboration (Bondevik et al, 2015), yet many studies fail to properly describe in what way student interprofessional learning initiatives are situated in the workplace (Abu-Rish et al, 2012).…”

Studentenes erfaringer fra deltakelse i en digital læringsressurs om tverrprofesjonelt samarbeid

“…En forsker fra prosjektet i kommunen peker på at det å la studentene selv forme sitt samarbeid økte studentenes evne til å samarbeide rundt pasienten (Gudmundsen et al, 2019). En annen norsk studie, «Førdemodellen», utforsket et tverrprofesjonelt samarbeid mellom sykepleier-og medisinstudenter, der studentene sammen skulle ta ansvar for forløpet til pasienten.…”

Tverrprofesjonell praksis, læring og samarbeid – forståelse av egen og andres rolle i læringsprosessen

“…Endringer og justeringer ble implementert, og små justeringer måtte inn etter hver prosjektfase. Prosjektet har generert ny kunnskap på bakgrunn av etnografisk design med observasjonsdata og dialog i feltarbeid, slik Gudmundsen et al ( , 2019 Se kort prosjektark for prosjektet Tverrprofesjonell samarbeidslaering i helsefaglig praksis: https://uit.no/ prosjekter/prosjekt?p_document_id=349592 2020) beskriver. Feltarbeidet danner i denne konteksten grunnlaget for teoriutvikling knyttet til praksisteori (Nicolini et al, 2012;Wenger, 1998) og som aksjonsforskning der endret pasientbehandling ble resultatet av studentpraksis .…”