Getting real in interprofessional clinical placements : patient-centeredness in student teams collaborative learning
Collaboration between healthcare providers helps tackle the increasing complexity of healthcare. When learning teamwork, interprofessional students are expected to work patient-centered; recognizing the patients expertise and partnering with them. Research on interprofessional education (IPE) for un...
Published in: | Advances in Health Sciences Education |
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Linköpings universitet, Avdelningen för samhälle och hälsa
2023
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Online Access: | http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-190107 https://doi.org/10.1007/s10459-022-10182-y |
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ftlinkoepinguniv:oai:DiVA.org:liu-190107 2023-11-12T04:23:01+01:00 Getting real in interprofessional clinical placements : patient-centeredness in student teams collaborative learning Jensen, Catrine Buck Norbye, Bente Abrandt Dahlgren, Madeleine Iversen, Anita 2023 application/pdf http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-190107 https://doi.org/10.1007/s10459-022-10182-y eng eng Linköpings universitet, Avdelningen för samhälle och hälsa Linköpings universitet, Medicinska fakulteten UiT Arctic Univ Norway, Norway Springer Advances in Health Sciences Education, 1382-4996, 2023, 28, s. 687-703 orcid:0000-0001-5066-8728 http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-190107 doi:10.1007/s10459-022-10182-y PMID 36342638 ISI:000879678700001 info:eu-repo/semantics/openAccess Clinical placement Collaboration Interprofessional education Patient-centered care Student team Thematic analysis Nursing Omvårdnad Article in journal info:eu-repo/semantics/article text 2023 ftlinkoepinguniv https://doi.org/10.1007/s10459-022-10182-y 2023-11-01T23:32:19Z Collaboration between healthcare providers helps tackle the increasing complexity of healthcare. When learning teamwork, interprofessional students are expected to work patient-centered; recognizing the patients 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 Goffmans 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 patients 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. Funding Agencies|UiT The Arctic University of Norway (University Hospital of North Norway); UiT The Arctic ... Article in Journal/Newspaper North Norway Arctic University of Norway LIU - Linköping University: Publications (DiVA) Arctic Norway Advances in Health Sciences Education |
institution |
Open Polar |
collection |
LIU - Linköping University: Publications (DiVA) |
op_collection_id |
ftlinkoepinguniv |
language |
English |
topic |
Clinical placement Collaboration Interprofessional education Patient-centered care Student team Thematic analysis Nursing Omvårdnad |
spellingShingle |
Clinical placement Collaboration Interprofessional education Patient-centered care Student team Thematic analysis Nursing Omvårdnad Jensen, Catrine Buck Norbye, Bente Abrandt Dahlgren, Madeleine Iversen, Anita Getting real in interprofessional clinical placements : patient-centeredness in student teams collaborative learning |
topic_facet |
Clinical placement Collaboration Interprofessional education Patient-centered care Student team Thematic analysis Nursing Omvårdnad |
description |
Collaboration between healthcare providers helps tackle the increasing complexity of healthcare. When learning teamwork, interprofessional students are expected to work patient-centered; recognizing the patients 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 Goffmans 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 patients 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. Funding Agencies|UiT The Arctic University of Norway (University Hospital of North Norway); UiT The Arctic ... |
format |
Article in Journal/Newspaper |
author |
Jensen, Catrine Buck Norbye, Bente Abrandt Dahlgren, Madeleine Iversen, Anita |
author_facet |
Jensen, Catrine Buck Norbye, Bente Abrandt Dahlgren, Madeleine Iversen, Anita |
author_sort |
Jensen, Catrine Buck |
title |
Getting real in interprofessional clinical placements : patient-centeredness in student teams collaborative learning |
title_short |
Getting real in interprofessional clinical placements : patient-centeredness in student teams collaborative learning |
title_full |
Getting real in interprofessional clinical placements : patient-centeredness in student teams collaborative learning |
title_fullStr |
Getting real in interprofessional clinical placements : patient-centeredness in student teams collaborative learning |
title_full_unstemmed |
Getting real in interprofessional clinical placements : patient-centeredness in student teams collaborative learning |
title_sort |
getting real in interprofessional clinical placements : patient-centeredness in student teams collaborative learning |
publisher |
Linköpings universitet, Avdelningen för samhälle och hälsa |
publishDate |
2023 |
url |
http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-190107 https://doi.org/10.1007/s10459-022-10182-y |
geographic |
Arctic Norway |
geographic_facet |
Arctic Norway |
genre |
North Norway Arctic University of Norway |
genre_facet |
North Norway Arctic University of Norway |
op_relation |
Advances in Health Sciences Education, 1382-4996, 2023, 28, s. 687-703 orcid:0000-0001-5066-8728 http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-190107 doi:10.1007/s10459-022-10182-y PMID 36342638 ISI:000879678700001 |
op_rights |
info:eu-repo/semantics/openAccess |
op_doi |
https://doi.org/10.1007/s10459-022-10182-y |
container_title |
Advances in Health Sciences Education |
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1782337919026987008 |