Traversing the boundaries in landscapes of practice: A mixed methods study of interprofessional education centered on inpatients in an acute hospital setting

被引：0
作者：
Nora McCarthy [1 ]
Amy Slattery [2 ]
Jennifer Daly [3 ]
Helen Hynes [1 ]
机构：
[1] University College Cork, Cork
[2] Nursing & Midwifery Planning & Development Unit Cork/Kerry, Health Service Executive South, Cork
[3] Health Service Executive South, Cork
来源：
Discover Education | / 3卷 / 1期
关键词：
Acute hospital setting; Clinical education; Interprofessional education; Landscapes of practice; Mixed methods research; Patient-centred education;
D O I：
10.1007/s44217-024-00274-9
中图分类号：
学科分类号：
摘要：
Healthcare requires practitioners to successfully negotiate boundaries between communities of practice (CoP) in a clinical landscape of practice (LoP), with development of interprofessional identity important in promoting successful interprofessional collaboration. Interprofessional education (IPE) centered around acute hospital inpatients offers a potential pathway to encourage boundary negotiation and interprofessional identity development. This study aimed to explore interprofessional student teams and their interactions with patients in an acute hospital setting, while investigating if such interactions encouraged interprofessional collaboration and the development of an interprofessional identity. Pivoting around acute hospital inpatients, four interprofessional workshops occurred involving senior medicine, nursing and physiotherapy students. We utilized a concurrent mixed methods design, with qualitative predominating. Qualitative reflexive thematic analysis of post-workshop semi-structured focus groups was supported by quantitative investigation using a validated pre-test post-test international socialisation and valuing scale. Using the landscapes of practice theory lens, we noted that the central role of acute hospital inpatients in the IPE workshops enabled healthcare students to develop knowledgeability of the clinical LoP, in line with the three modes of identification of LoP, namely Engagement, Imagination and Alignment. Following the IPE workshops, where acute inpatients played the pivotal role, students demonstrated a statistically significant increase in interprofessional collaborative practice in terms of the overall interprofessional socialisation and valuing scale and its subscales of value, ability, and comfort in working with each other. Our findings indicate that IPE centered around acute hospital inpatients is a beneficial and effective way to successfully implement IPE in the undergraduate curriculum. © The Author(s) 2024.
引用
收藏
相关论文
共 73 条
[61]  
Anna Clark L., Watson D., Clark A., Constructing validity: basic issues in objective scale development, Psychol Assess, 7, (1995)
[62]  
Canadian Interprofessional Health Collaborative: A National Interprofessional Competency Framework, (2010)
[63]  
Reeves S., Pelone F., Harrison R., Goldman J., Zwarenstein M., Interprofessional collaboration to improve professional practice and healthcare outcomes, Cochrane Database Syst Rev, 2017, (2017)
[64]  
Morgan C.J., Graduates’ development of interprofessional practice capability during their early socialisation into professional roles, J Interprof Care, 31, 4, pp. 438-445, (2017)
[65]  
De Lasson L., Just E., Stegeager N., Malling B., Professional identity formation in the transition from medical school to working life: a qualitative study of group-coaching courses for junior doctors, BMC Med Educ, 16, 1, (2016)
[66]  
Jones L., Fowler D., Bialocerkowski A., Sheeran N., Learning how to work in an interprofessional environment: how students transition to allied health professionals working interprofessionally, J Interprof Care, 36, 3, pp. 419-427, (2022)
[67]  
Gonzalez-Pascual J.L., Marquez M.G., Rodriguez-Rey R., Zabaleta-del-Olmo E., Raurell-Torreda M., Romero-Collado A., Et al., Adaptation and validation of the interprofessional socialization and valuing scale (ISVS) in Spanish university health sciences students, J Interprof Care, 36, 6, pp. 916-922, (2022)
[68]  
van Duin T.S., de Carvalho Filho M.A., Pype P.F., Borgmann S., Olovsson M.H., Jaarsma A.D.C., Et al., Junior doctors’ experiences with interprofessional collaboration: wandering the landscape, Med Educ, 56, 4, pp. 418-431, (2022)
[69]  
Stalmeijer R.E., Varpio L., The wolf you feed: challenging intraprofessional workplace-based education norms, Med Educ, 55, 8, pp. 894-902, (2021)
[70]  
O'Leary N., Salmon N., Clifford A., O'Donoghue M., Reeves S., ‘Bumping along’: a qualitative metasynthesis of challenges to interprofessional placements, Med Educ, 53, pp. 903-915, (2019)
12345678