Patient participation in interprofessional learning and collaboration with undergraduate health professional students in clinical placements: A scoping review

Jensen, Catrine Buck; Norbye, Bente; Dahlgren, Madeleine Abrandt; Iversen, Anne

doi:10.1016/j.xjep.2022.100494

Cited by 10 publications

(6 citation statements)

References 80 publications

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“…Service users are those who use or are affected by the services provided by healthcare workers, including clients and their carers [ 3 ]. Often, service user involvement in healthcare is also referred to as consumer involvement [ 4 ], patient and consumer engagement [ 5 ], patient involvement [ 6 ], and patient participation [ 7 ]. In principle, it embodies person-centered care where service users are included in decision making related to the services they receive.…”

Section: Introductionmentioning

confidence: 99%

A Rapid Review of the Factors That Influence Service User Involvement in Interprofessional Education, Practice, and Research

Panotes

Cho

et al. 2022

IJERPH

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Service user involvement in interprofessional education and collaborative practice remains limited despite the increasing push for this by governments and grant funding bodies. This rapid review investigated service user involvement in interprofessional education, practice, and research to determine factors that enable or hinder such involvement. Following the Cochrane and the World Health Organization’s rapid review guidelines, a targeted search was undertaken in four databases. Subsequent to the screening processes, included papers were critically appraised, and extracted data were synthesized narratively. Sixteen studies met inclusion criteria. Most studies were related to interprofessional collaborative practice, as opposed to education and research. Service user involvement was more in the form of consultation and collaboration, as opposed to consumer-led partnerships. Enablers and barriers to service user involvement in IPECP were identified. Enablers included structure, the valuing of different perspectives, and relationships. Barriers included time and resources, undesirable characteristics, and relationships. This rapid review has added evidence to a swiftly expanding field, providing timely guidance. Healthcare workers can benefit from targeted training. Policy makers, healthcare organizations, and governments can investigate strategies to mitigate the time and resource challenges that impede service user involvement in IPECP.

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Section: Introductionmentioning

confidence: 99%

A Rapid Review of the Factors That Influence Service User Involvement in Interprofessional Education, Practice, and Research

Panotes

Cho

et al. 2022

IJERPH

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“…Interprofessional clinical placements for undergraduates were initiated two decades ago in Linköping, Sweden (Dahlberg et al, 2020 ; Wilhelmsson et al, 2009 ). A similar organization (Oosterom et al, 2019 ) and numerous unique arrangements in communities and hospitals worldwide (Jensen, et al, 2022 ) is also found. Interprofessional clinical placements enable learning not only between interprofessional students but also between the interprofessional students and patients (Bleakley & Bligh, 2008 ; Rowland et al, 2019 ).…”

Section: Introductionmentioning

confidence: 57%

“…Studies on IPE in clinical placements where patients are included are numerous. However, the interaction between students and patients, including the patients´ role, has not been explored sufficiently (Jensen et al, 2022 ). Examples are studies that refer only to the patient’s diagnosis (e.g., “orthopedic patients”; Hallin & Kiessling, 2016 ) or in more general terms (e.g., “nursing home patients”; Baerheim & Raaheim, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Getting real in interprofessional clinical placements: patient-centeredness in student teams’ collaborative learning

Jensen

Norbye

Dahlgren

et al. 2022

Adv in Health Sci Educ

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Collaboration between healthcare providers helps tackle the increasing complexity of healthcare. When learning teamwork, interprofessional students are expected to work patient-centered; recognizing the patient’s expertise and partnering with them. Research on interprofessional education (IPE) for undergraduates has illuminated learning outcomes, organization of learning activities, change in attitudes, etc. But, we know little about the interaction between patients and interprofessional student teams. This study aimed to explore how interprofessional student teams and patients interact in interprofessional clinical placements. With a focused ethnographic approach, participant observation and qualitative interviews were conducted in two contexts; a physical and an online arrangement. Central ideas in Goffman’s dramaturgy constituted a theoretical lens. A reflexive thematic analysis generated three themes: (1) Preparing safe and comfortable encounters with patients, (2) Including and excluding the patient in the encounter, and (3) Adjusting to the patient's situation. We identified students’ intentions of patient-centeredness when preparing encounters, but patients did not always feel included and listened to in encounters. After encountering patients, student teams adjusted their teamwork, by changing the team composition or the planned clinical interventions to better meet the patients’ needs. Notably, team-based patient encounters led to a different view of the patient, their health issues, and how to collaborate. Our findings can inform educators of the importance of addressing patient-centered care in interprofessional learning arrangements. Today, clinical interprofessional placements may not exploit the potential for learning about patient-centeredness. A thematization of this, e.g., in supervision in future clinical placements can ensure an enhanced focus on this in interprofessional teamwork.

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“…To optimize IPC in clinical contexts, these insights may serve as a starting point for the development of effective network models customized to address continuously changing care needs for the delivery of appropriate care. Grounded in clinical outcomes, these models can act as valuable tools for making informed decisions on structuring IPC processes effectively and efficiently over time [ 46 , 47 ]. Specifically, these models may offer insights into decisions related to team compositions and processes by identifying crucial team members and determining the appropriate degrees of IPC-practices.…”

Section: Discussionmentioning

confidence: 99%

Care complexity, perceptions of complexity and preferences for interprofessional collaboration: an analysis of relationships and social networks in paediatrics

van Klaveren,

Geukers,

de Vos

2024

BMC Med Educ

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Background In the context of increasingly intricate healthcare systems, professionals are compelled to collaborate within dynamically changing interprofessional teams. Moreover, they must adapt these collaborative processes to effectively and efficiently manage the evolving complexity of care needs. It remains unclear how professionals determine care complexity and relate this complexity to their preferences for interprofessional collaboration (IPC). This study investigated the relationships between care complexity, professionals’ perceived complexity and IPC preferences, and examined the variation in individual and team characteristics of IPC-practices across different levels of complexity in paediatric care. Methods In an online questionnaire, 123 healthcare professionals working at an academic tertiary children’s hospital scored their perceptions of complexity and preferences for IPC. They also selected family and various professions as members of the interprofessional (IP-) team based on thirteen patient cases. We employed conjoint analysis to systematically model the complexity of case descriptions across the five domains of the International Classification of Functioning, Disability and Health (ICF). Additionally, we applied social network analysis to identify important professions, crucial connectors and influential professions in the IP-team, and to describe the cohesiveness of IP-teams. Results Modelled case complexity, professionals’ perceived complexity and IPC preferences were positively associated. We found large inter-individual variations in the degree of these associations. Social network analysis revealed that the importance and influence of professions was more equally distributed when case complexity increased. Depending on the context and complexity of the case, different professions (e.g. medical doctors, social professionals, extramural professionals) were considered to be more crucial connectors within the IP-team. Furthermore, team cohesion was positively associated with modelled and perceived care complexity. Conclusions In conclusion, our study contributes to the existing knowledge by integrating task-specific insights and broadening the use of conjoint and social network analysis in the context of IPC. The findings substantiate the contingency theory that relates characteristics of IPC to care complexity, offering quantified insights into how IP-teams adapt to situational needs. This understanding of relationships and variations within IPC holds crucial implications for designing targeted interventions in both clinical and health profession education contexts. Consequently, it contributes to advancements in healthcare systems.

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Patient participation in interprofessional learning and collaboration with undergraduate health professional students in clinical placements: A scoping review

Cited by 10 publications

References 80 publications

A Rapid Review of the Factors That Influence Service User Involvement in Interprofessional Education, Practice, and Research

A Rapid Review of the Factors That Influence Service User Involvement in Interprofessional Education, Practice, and Research

Getting real in interprofessional clinical placements: patient-centeredness in student teams’ collaborative learning

Care complexity, perceptions of complexity and preferences for interprofessional collaboration: an analysis of relationships and social networks in paediatrics

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