Students in interprofessional clinical placements: How supervision facilitates patient-centeredness in collaborative learning

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

doi:10.1080/07325223.2023.2223204

Cited by 1 publication

(1 citation statement)

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“…Other efforts to ensure that students have time and feel safe enough to negotiate with each other should be directed to the supervisors. Overall, the role of the supervisor has shown to be important for students interprofessional learning in multiple studies [ 36 – 39 ] and there are lessons to be learned in how to effectively supervise students. However, many studies focus on concrete actions taken by the supervisors such as giving feedback, setting up a contract etcetera.…”

Section: Discussionmentioning

confidence: 99%

Are the stars aligned? Healthcare students’ conditions for negotiating tasks and competencies during interprofessional clinical placement

Törnqvist,

Lindh Falk,

Jensen

et al. 2023

BMC Med Educ

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Background Healthcare students must learn to collaborate across professional boundaries so they can make use of each other’s knowledge and competencies in a way that benefits the patient. One aspect of interprofessional collaboration implies negotiating what needs to be done and by whom. Research, focused on the conditions under which students perform this negotiation when they are working together during interprofessional clinical placement, needs to be further developed. The study therefore aimed to explore students’ negotiation of tasks and competencies when students are working together as an interprofessional team during clinical placement. Methods The study was designed as a focused ethnographic observational study. Two Nordic sites where final-year healthcare students perform clinical interprofessional education were included. Data consists of fieldnotes, together with informal conversations, group, and focus group interviews. In total, 160 h of participating observations and 3 h of interviews are included in the study. The analysis was informed by the theory on communities of practice. Results Students relate to intersecting communities of practice when they negotiate what they should do to help a patient and who should do it. When the different communities of practice align, they support students in coming to an agreement. However, these communities of practice sometimes pulled the students in different directions, and negotiations were sometimes interrupted or stranded. On those occasions, observations show how the interprofessional learning practice conflicted with either clinical practice or one of the student’s profession-specific practices. Conditions that had an impact on whether or not communities of practice aligned when students negotiated these situations proved to be ‘having time to negotiate or not’, as well as ‘feeling safe or not’. Conclusions Final-year healthcare students can negotiate who in the team has the competence suited for a specific task. However, they must adapt their negotiations to different communities of practice being enacted at the same time. Educators need to be attentive to this and make an effort to ensure that students benefit from these intersecting communities of practice, both when they align and when they are in conflict.

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Section: Discussionmentioning

confidence: 99%