‘Real life’ clinical learning on an interprofessional training ward

Freeth, Della; Reeves, Scott; Goreham, Celia; Parker, Pamela; Haynes, Sallyann; Pearson, Sara

doi:10.1054/nedt.2001.0567

Cited by 55 publications

(69 citation statements)

References 8 publications

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“…In addition, to begin considering the longer-term impact of IPE, the paper goes on to present and discuss student data collected 1 year after the training ward pilot. For ndings of particular concern for nursing education see Freeth et al (2001) and for medical education see Reeves et al (2002).…”

Section: Findings and Discussionmentioning

confidence: 99%

The London training ward: an innovative interprofessional learning initiative

Reeves

Freeth

2002

Journal of Interprofessional Care

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142

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This paper reports the findings from an evaluation of a pilot interprofessional training ward project for pre-qualification medical, nursing, occupational therapy and physiotherapy students. This initiative required sustained collaboration from staff based in two National Health Service (NHS) trusts and four schools in three universities. The ward was based on a model of interprofessional education developed in Sweden, but adapted in the light of this experience and also to meet the needs and aspirations of the training ward stakeholders in London. The training ward was evaluated using a multi-method design. Data were collected from all participants involved in this pilot: students, facilitators and patients. The findings from the evaluation are presented and discussed. This paper pays particular attention to the collaborative experiences of the students, staff and institutions involved in this initiative. In addition, 1-year follow-up data collected from the students who had, by then, qualified as clinical practitioners are reported. The paper presents conclusions from the evaluation, and comments on the training ward's strengths, limitations and future development.

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Section: Findings and Discussionmentioning

confidence: 99%

The London training ward: an innovative interprofessional learning initiative

Reeves

Freeth

2002

Journal of Interprofessional Care

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142

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“…To communicate and interact with colleges and patients, nurses need profession-specific as well as interpersonal skills so that patients will receive safe care of good quality. According to previous studies, [31,32] interprofessional training at clinical education units (CEU), where students from different health care professions work in teams, has the potential to facilitate the development of communication and collaboration skills. Nevertheless, despite that the students in our study, earlier in the nursing program, had practiced communication and collaboration during their clinical practice, and spent two weeks at the CEU prior to the final clinical exam, some students expressed how they felt unsure of their capability for collaboration with other health care professions.…”

Section: Discussionmentioning

confidence: 99%

Expectations of nursing students prior to a skills-based exam performed in clinical practice

Bengtsson

Dahlquist

Carlson

2016

JNEP

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Students perform bedside exams in different real life settings and their performance are assessed. They are prior to and during the exam nervous, and for that reason make avoidable mistakes. The aim was to explore undergraduate nursing students' feelings, reasoning, and preparations prior to a skill-based exam performed in clinical practice. Data was collected by interviews performed as unstructured everyday dialogues based on two main questions: "Tell me how you feel when you think of the coming skill-based exam, and how are you reasoning and prepare for this exam". Eigtheen Swedish nursing students (17 women and 1 man, median age of 28, range 22-43 years) in their final semester of a three-year nursing programme were interviewed. The collected data were analysed by content analysis, and the findings were interpreted into one theme, Balancing fear with competence, which is a metaphor for students' turbulent emotions and thoughts prior to a real life skill-based exam. The subthemes Being in an emotional turmoil, Attaining increased knowledge and skills and Preparing for collaboration comprise the different experiences. The students were fearful of failing and were focused on the assessment itself, which created nervousness, and stress. They expressed a lack of self-confidence, and were not sure of their capability after three years of nursing studies. By supporting the students to develop their awareness of their own theoretical knowledge as well as their emotional, practical, and interpersonal skills by using different teaching methods, the students might handle the stressful nature of a bedside exam better.

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“… Students thought they had great opportunities for practicing decision-making related to the care of patients (Freeth et al, 2001;Morphet et al, 2014).  Students appreciated the "real life" clinical experience (Fallsberg & Wijma, 1999;Freeth et al, 2001;Morphet et al, 2014).…”

Section: Interprofessional Training Wards As a Learning Activity For mentioning

confidence: 99%

“… Students appreciated the "real life" clinical experience (Fallsberg & Wijma, 1999;Freeth et al, 2001;Morphet et al, 2014).  Students reported that an IPTW period had a positive impact on the development of their o professional role and identity (Brewer & Stewart-Wynne, 2013;Hylin, Nyholm, Mattiasson, & Ponzer, 2007;Ponzer et al, 2004;Reeves, Freeth, McCrorie, & Perry, 2002) o independence and self-esteem, (Hylin et al, 2007;Reeves et al, 2002) o understanding of other professional roles (McGettigan & McKendree, 2015;Morphet et al, 2014;Ponzer et al, 2004) o their ability to work in a team with other professions (Brewer et al, 2013;Hylin et al, 2007;Jacobsen et al, 2009;Pelling et al, 2011;Morphet et al, 2014;Reeves et al, 2002;Wilhelmsson,et al, 2009) o communication capabilities (Brewer & Stewart-Wynne, 2013;Morphet et al, 2014;Ponzer et al, 2004)  Students aquired increased knowledge of client-centred care (Brewer & Stewart-Wynne, 2013;Reeves et al, 2002)  Students reported a positive change in their knowledge of, trust in and attitude towards each other (Hallin & Kiessling, 2016).…”

Section: Interprofessional Training Wards As a Learning Activity For mentioning

confidence: 99%

“…Systematic reviews have highlighted that few studies refer directly to a particular theoretical framework for IPE (Cooper et al, 2001;Freeth et al, 2001;Barr et al, 2005). Using theoretical perspectives on practice, highlights key aspects of professional learning that might better inform the complex and contextual factors in health care practice and education (Fenwick, 2014).…”

Section: Interprofessional Training Wards As a Learning Activity For mentioning

confidence: 99%

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Interprofessional Collaboration in Health Care : Education and Practice

Falk¹

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Background: Interprofessional collaboration is of global interest for addressing to the complex health care needs and improving patient safety in health care. Professionals have to develop collaborative skills and the ability to share knowledge. Interprofessional education describes learning activities where students learn with, from and about each other to improve collaboration. The dimension of interprofessional collaboration is complex and includes different collaborative competencies to bring about the best for the patients. To become a professional, often understood as someone exerting expertise within a specific field of practice, involves a learning process that challenges the boundaries of the professions. Boundaries are not only barriers, but also places that increase learning. There is a complexity to studying the phenomenon of interprofessional collaboration and learning regarding how it occurs in education and health care practice. By using a sociomaterial perspective on practice, it is possible to more robustly explore the collaborative context. Aim: The overarching aim of the thesis has been to explore interprofessional collaboration and learning in health care education and in interprofessional health care practice. More specifically, the research questions in the thesis were answered in two studies regarding how professional knowledge is developed and shared in interprofessional undergraduate health care education and in interprofessional health care practice. Methods: A questionnaire was distributed to students from a medicine, nursing, physiotherapy and occupational therapy programme who participated in a two-week period of practice at an Interprofessional Training Ward in Linköping. The data was analysed quantitatively to explore how female and male students experienced their professional identity formation. The open-ended responses were analysed using a sociomaterial perspective on practice. An ethnographic study was conducted in a hospital setting during a period of one year, during which two interprofessional teams were observed. A theory-driven analysis was made using a sociomaterial perspective on practice, and this provided a lens through which the nature of interprofessional collaboration and knowledge sharing could be observed. Findings: The main findings from the questionnaire showed that the practice architectures of the Interprofessional Training Ward, prefigured practices where different professional responsibilities were enacted in ways that were reproducing expected and unexpected roles in a traditional health care practice. That disrupted the students´ practical and general understandings of professional responsibilities and the nature of professional work including their professional identity formation. The findings from the ethnographic study showed different patterns of how knowledge was shared among professionals in their daily work practice as it unfolded, like chains of actions. The patterns arose through activities where collaboration between professionals was planned be...

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‘Real life’ clinical learning on an interprofessional training ward

Cited by 55 publications

References 8 publications

The London training ward: an innovative interprofessional learning initiative

The London training ward: an innovative interprofessional learning initiative

Expectations of nursing students prior to a skills-based exam performed in clinical practice

Interprofessional Collaboration in Health Care : Education and Practice

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