Journal
JOURNAL OF INTERPROFESSIONAL CARE
Volume 30, Issue 2, Pages 141-148Publisher
TAYLOR & FRANCIS INC
DOI: 10.3109/13561820.2015.1113164
Keywords
Collaborative competence; content analysis; interprofessional learning; patient-centred practice; professional competence; team-based care
Funding
- Stockholm County Council, Sweden (ALF project)
Ask authors/readers for more resources
Interprofessional learning in a real ward context effectively increases collaborative and professional competence among students. However, less is known on the processes behind this. The aim of this study was to explore medical, nurse, physiotherapy, and occupational therapy students' perspectives on the process of their own learning at an interprofessional training ward (IPTW). We performed a qualitative content analysis on free-text answers of 333 student questionnaires from the years 2004 to 2011. Two main themes emerged: first, students found that the IPTW provided an enriching learning environmenta safe place with space. It included authentic and relevant patients, well-composed and functioning student teams, competent and supportive supervisors, and adjusted ward structures to support learning. Second, they developed an awareness of their own development with faith in the futurefrom chaos to clarity. It included personal, professional, and interprofessional development towards a comprehensive view of practice and a faith in their ability to work as professionals in the future. Our findings are discussed with a social constructivist perspective. This study suggests that when an IPTW provides a supportive and permissive learning environment with possibilities to interact with one anothera safe place with spaceit enables students to move from insecurity to faith in their abilitiesfrom chaos to clarity. However, if the learning environment is impaired, the students' development could be halted.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available