Nursing and medical students’ experiences of interprofessional education during clinical training in psychiatry

Abstract

The aim of the study was to describe nursing and medical students' experiences of participation in an interprofessional education (IPE) activity, "round school," during their clinical rotations in psychiatric care. Data were collected in six focus groups with 32 students from nursing and medical programs, focusing on their experiences of the IPE activity and their reflections on interprofessional collaboration. The students considered the round school to be meaningful and true-to-life. Important conditions for learning were well-informed staff, sufficient time for preparation and feedback, clear routines, instructions, and an open climate. Non-explicit instructions and limited preunderstanding of psychiatric care left the students feeling uncertain. Students' reflections regarding interprofessional competences encompassed both similarities and differences in roles, responsibilities, and collaboration. Evidence of hierarchical and stereotypical images of the nurse-physician relationship was identified. Round school is an example of how IPE can be integrated into the units' regular ward rounds. However, if the clinical everyday work is not based on collaboration between different professions, it can be arduous to implement IPE. Well-planned preparations are necessary, both in the clinic and at the faculty.

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“…On the other hand, they also recognized differences in the knowledge about patients and ease of contact with them among different medical professions. Similar observations were made in a study by Salberg et al [32], where medical and nursing students recognized differences between professions in this aspect, with physicians being regarded as more formal and nurses more caring and having better knowledge of patients than physicians. A more holistic approach of nurses and their better knowledge of patients due to the time spent with them and the utility of using it in the decision-making process to improve patient care was also noticed by medical students in the study by Friman et al [4].…”

“…This is supported by the results of Prentice et al [12], where such stereotyping was demonstrated in the theme 'the great divide, ' and increased interaction opportunities were suggested to overcome it. Also, another recent study still shows the existence of stereotypes and hierarchy in the division of power among students, with physicians viewed as decision-makers and nurses as assistants [32]. Khalili et al [34] linked this process to the social identity theory stating that the identification with a given profession leads to a profession-specific cognitive map and orientation towards that profession, and therefore a risk of favoritism and trust towards own profession with bias and distrust towards other professions.…”

Medical Students’ Reflection on Interprofesional Education with Nursing Students

“…Other research also supports that with medical and nursing IPE learning, medical students stated that they gained new insights (Salberg et al, 2022). Changes in mindset also occurred in the perspective of medical students (Salberg et al, 2022). In this study, medical students said that other perspectives, such as are equally important, although they are considered less in the workplace.…”

“…This was also recognized in research (Richard et al, 2019). Other research also supports that with medical and nursing IPE learning, medical students stated that they gained new insights (Salberg et al, 2022). Changes in mindset also occurred in the perspective of medical students (Salberg et al, 2022).…”

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“…Examples of joint training of doctors and nurses can be found. [ 43 ] In some very specific cases with other types of professionals, but most often IPE is limited to undergraduate students. [ 44 , 45 ].…”