Department of Business Economics, Health and Social Care, University of Applied Sciences and Arts of Southern Switzerland, Manno, Switzerland.
Azienda USL - IRCCS di Reggio Emilia, Direzione Scientifica, Reggio Emilia, Italy.
J Adv Nurs. 2021 Feb;77(2):922-933. doi: 10.1111/jan.14643. Epub 2020 Nov 22.
The aim of this study was to explore and understand the interprofessional collaboration preparation processes implemented by clinical tutors and students, in various professions, involved in interprofessional education experiences.
A constructivist grounded theory approach. The study was carried out between 2015-#2017.
Semi-structured interviews were conducted with a total of ten undergraduate students and the seven clinical tutors who supervised them from three undergraduate courses in a university of applied sciences and arts in Switzerland. Students were sampled during their clinical placement. Data were analysed and coded using constant comparative analysis with the support of Nvivo 10 software.
A substantive theory "Practicing contextual models of interprofessional care" was generated. It explains how the whole process takes place, the tutor-student interactions, and how together they gradually build models of interprofessional care, linked to their clinical context and to the patients/families who are part of it.
The process describes a journey to comprehensively explain the roles played by the two main actors (student and tutor) who build a relationship of interaction.
This theory provides an understanding of the complex process set up by students and how they are prepared for collaboration with other professionals. Its importance is mainly expressed in the educational field because it reveals a different vision from the one present so far and enables a thorough reflection from the pedagogical point of view. Teachers will be able to observe and approach the students' training curricula from a different point of view by evaluating any changes to favour it and rethink the organizational and training models of current programs.
本研究旨在探索和理解临床导师和学生在各种专业中实施的跨专业教育体验的跨专业合作准备过程。
建构主义扎根理论方法。该研究于 2015 年至 2017 年进行。
对来自瑞士一所应用科学与艺术大学的三门本科课程中的 10 名本科学生和 7 名监督他们的临床导师进行了半结构化访谈。学生在临床实习期间进行抽样。使用 Nvivo 10 软件支持的恒定性比较分析对数据进行分析和编码。
产生了一个实质性理论“实践跨专业护理的情境模型”。它解释了整个过程是如何进行的，导师-学生的互动，以及他们如何共同逐步构建与他们的临床背景和参与其中的患者/家庭相关的跨专业护理模型。
该过程描述了一次全面解释两个主要参与者（学生和导师）所扮演角色的旅程，他们建立了互动关系。
该理论提供了对学生为与其他专业人员合作所做准备的复杂过程的理解。其重要性主要体现在教育领域，因为它揭示了与目前为止呈现的不同视角，并从教学角度进行了彻底反思。教师将能够通过评估任何有利于这种情况的变化，从不同的角度观察和接近学生的培训课程，并重新思考当前计划的组织和培训模式。
