Section for Pharmaceutics and Social Pharmacy, Department of Pharmacy, University of Oslo, Oslo, Norway.
Department of Pharmacy, Faculty of Pharmacy, University of Uppsala, P.O. Box 580, 751 23, Uppsala, Sweden.
BMC Med Educ. 2021 Sep 24;21(1):504. doi: 10.1186/s12909-021-02867-6.
An ageing population leads up to increasing multi-morbidity and polypharmacy. This demands a comprehensive and interprofessional approach in meeting patients' complex needs. This study describes graduate students' experiences of working practice based in interprofessional teams with complex patients' care needs in nursing homes.
Students from advanced geriatric nursing, clinical nutrition, dentistry, medicine and pharmacy at the University of Oslo in Norway were assigned to groups to examine and develop a care plan for a nursing home patient during a course. Focus groups were used, 21 graduate students participating in four groups. Data were collected during spring 2018, were inductively analysed according to a thematic analysis method (Systematic Text Condensation). An analytical framework of co-ordination practices was applied to get an in-depth understanding of the data.
Three themes were identified: 1) Complex patients as learning opportunities- an eye-opener for future interprofessional collaboration 2) A cobweb of relations, and 3) Structural facilitators for new collective knowledge. Graduate university students experienced interprofessional education (IPE) on complex patients in nursing homes as a comprehensive learning arena. Overall, different co-ordination practices for work organization among the students were identified.
IPE in nursing homes facilitated the students' scope from a fragmented approach of the patients towards a relational and collaborative practice that can improve patient care and strengthen understanding of IPE. The study also demonstrated the need for preparatory teamwork training to gain maximum benefit from the experience. Something that can be organized by the education institutions in the form of a stepwise learning module and as an online pre-training course in interprofessional teamwork. Further, focusing on the need for well thought through processes of the activity by the institutions and the timing the practice component in students' curricula. This could ensure that IPE is experienced more efficient by the students.
人口老龄化导致多病共存和多种药物治疗的情况日益增多。这需要综合和跨专业的方法来满足患者复杂的需求。本研究描述了挪威奥斯陆大学老年护理、临床营养、牙科、医学和药学专业研究生在养老院中与有复杂护理需求的跨专业团队合作的工作实践经验。
挪威奥斯陆大学的高级老年护理、临床营养、牙科、医学和药学专业的学生在一门课程中被分配到小组，检查和制定养老院患者的护理计划。使用了焦点小组，21 名研究生参加了四个小组。数据于 2018 年春季收集，根据主题分析方法（系统文本浓缩）进行归纳分析。应用协调实践分析框架深入了解数据。
确定了三个主题：1）复杂患者作为学习机会——未来跨专业合作的启示；2）关系的网络；3）新集体知识的结构促进因素。研究生体验了养老院的跨专业教育（IPE），这是一个全面的学习领域。总体而言，确定了学生之间不同的工作组织协调实践。
养老院中的 IPE 促进了学生从患者碎片化的方法向关系和协作的实践转变，这可以改善患者护理并加强对 IPE 的理解。该研究还表明，需要进行预备团队合作培训，以从该经验中获得最大收益。教育机构可以以逐步学习模块的形式并作为在线跨专业团队合作预培训课程来组织这种培训。此外，还需要关注机构对活动的深思熟虑的过程以及在学生课程中安排实践部分的时间。这可以确保学生更有效地体验 IPE。
