Garnweidner-Holme Lisa, Almendingen Kari
Department of Nursing and Health Promotion, Faculty of Health Sciences, OsloMet - Oslo Metropolitan University, Oslo, Norway.
J Multidiscip Healthc. 2022 Sep 2;15:1945-1954. doi: 10.2147/JMDH.S376074. eCollection 2022.
The main goal of interprofessional learning (IPL) is to help students from different professions develop a common understanding of how to work together in future interprofessional collaboration (IPC). When IPL courses are extended beyond healthcare study programmes to include students from education and social care study programmes, the complexity increases. Since lack of communication and collaboration among professionals is a major challenge in welfare services, there is a need to explore professional students' associations with IPL. Thus, this study aims to explore what students in healthcare, teaching education and social care study programmes associate with the term "interprofessional collaborative learning".
The study used student data from an ongoing IPL study at one of the largest state universities in Norway. Students from healthcare, social care and educational teaching bachelor programmes answered the following open-ended question in an online cross-sectional evaluation survey: "What do you associate with the term interprofessional collaborative learning?" We analysed data qualitatively from first- (n = 261) and second-year students (n = 97) collected during December 2019 and 2020. Most second-year students took an IPL course during their first year of study.
Overall, the students across all professions expressed positive associations with IPL. The most eminent category was that students associated IPL with collaboration, followed by learning and learning how to collaborate. First-year students were also associated with gaining and sharing knowledge and competencies with IPL. Understanding roles was eminent among second-year students in teaching education.
This study supports the importance of IPL across different educational backgrounds since students seemed to have positive associations with the term and a common understanding that IPL involves several professions. The finding that teacher students highlighted the understanding of roles when working with children, young adults and their families, further supports expanding IPL beyond specialised professions within healthcare.
跨专业学习（IPL）的主要目标是帮助来自不同专业的学生对未来如何在跨专业协作（IPC）中共同工作形成共同理解。当IPL课程从医疗保健学习项目扩展到包括教育和社会护理学习项目的学生时，复杂性就会增加。由于专业人员之间缺乏沟通与协作是福利服务中的一个主要挑战，因此有必要探讨专业学生对IPL的看法。因此，本研究旨在探讨医疗保健、师范教育和社会护理学习项目的学生对“跨专业协作学习”一词的理解。
本研究使用了挪威最大的国立大学之一正在进行的一项IPL研究中的学生数据。医疗保健、社会护理和教育教学专业本科项目的学生在一项在线横断面评估调查中回答了以下开放式问题：“你对跨专业协作学习这个词有什么理解？”我们对2019年12月和2020年收集的一年级（n = 261）和二年级学生（n = 97）的数据进行了定性分析。大多数二年级学生在第一年学习期间参加了IPL课程。
总体而言，所有专业的学生对IPL都表达了积极的看法。最突出的类别是学生将IPL与协作联系在一起，其次是学习以及学习如何协作。一年级学生还将IPL与获取和分享知识及能力联系在一起。在师范教育专业的二年级学生中，对角色的理解很突出。
本研究支持了IPL在不同教育背景下的重要性，因为学生们似乎对这个词有积极的理解，并且普遍认为IPL涉及多个专业。师范生在与儿童、青少年及其家庭合作时强调对角色的理解这一发现，进一步支持了将IPL扩展到医疗保健领域以外的专业领域。
