Hallin Karin, Kiessling Anna
a Department of Clinical Sciences , Karolinska Institutet, Danderyd Hospital , Stockholm , Sweden.
J Interprof Care. 2016;30(2):141-8. doi: 10.3109/13561820.2015.1113164. Epub 2016 Mar 3.
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 environment--a 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 future--from 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 another--a safe place with space--it enables students to move from insecurity to faith in their abilities--from chaos to clarity. However, if the learning environment is impaired, the students' development could be halted.
在真实病房环境中的跨专业学习能有效提高学生的协作能力和专业能力。然而，对此背后的过程却知之甚少。本研究的目的是探讨医学、护理、物理治疗和职业治疗专业学生对其在跨专业培训病房（IPTW）中自身学习过程的看法。我们对2004年至2011年期间333份学生问卷的自由文本答案进行了定性内容分析。出现了两个主要主题：第一，学生们发现IPTW提供了一个丰富的学习环境——一个有空间的安全场所。它包括真实且相关的患者、组成合理且运作良好的学生团队、有能力且给予支持的督导人员，以及为支持学习而调整的病房结构。第二，他们对自身发展有了认识，并对未来充满信心——从混乱走向清晰。这包括个人、专业和跨专业发展，以形成对实践的全面认识，并对自己未来成为专业人员的能力充满信心。我们从社会建构主义的角度对研究结果进行了讨论。本研究表明，当IPTW提供一个支持性和宽松的学习环境，并有相互交流的机会——一个有空间的安全场所时，它能使学生从对自身能力的不自信转变为充满信心——从混乱走向清晰。然而，如果学习环境受到损害，学生的发展可能会停滞。
