Sustainable interprofessional learning on clinical placements: the value of observing others at work.
Clinical placements have the potential to offer meaningful interprofessional learning opportunities for pre-registration students. Informal, as opposed to structured interprofessional learning opportunities, may offer a sustainable solution to the challenges of scheduling formal interprofessional pr...
| Publicado en: | Journal of Interprofessional Care Vol. 34; no. 6; pp. 812 - 819 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Nov-Dec2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=147339153&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 147339153 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13561820 57N jtl: Journal of Interprofessional Care issn: 13561820 maglogo: Y pubinfo: dt: Nov-Dec2020 vid: 34 iid: 6 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 147339153 147339153 147339153 10.1080/13561820.2019.1702932 147339153 ppf: 812 ppct: 7 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Sustainable interprofessional learning on clinical placements: the value of observing others at work. aug: au: Kent, Fiona Glass, Sharon Courtney, Jade Thorpe, Jo Nisbet, Gillian affil: Education Portfolio, FMNHS (Faculty Medicine, Nursing and Health Sciences), Monash University, Melbourne, Australia sug: subj: Learning Methods Education, Interdisciplinary Education, Non-Traditional Student Placement Human Referral and Consultation Students Grounded Theory Reflection Education, Clinical Interprofessional Relations ab: Clinical placements have the potential to offer meaningful interprofessional learning opportunities for pre-registration students. Informal, as opposed to structured interprofessional learning opportunities, may offer a sustainable solution to the challenges of scheduling formal interprofessional programs in the workplace. To investigate this concept, students on clinical placement from a range of professions were invited to observe another profession undertake a patient consultation, after which they completed a standardized reflective tool. A grounded theory research design was used to explore the educational value of the one-off interprofessional observations, through an analysis of student written reflections (n = 79) and staff perceptions collected by interview (n = 11). The qualitative data was iteratively analyzed throughout the study period. A range of learning outcomes were described post student observations, ranging from knowledge or skills that informed profession-specific practice, to how others' roles related to patient needs, and the need for collaboration in order to provide high quality care. Staff orientation and facilitated reflection contributed to student learning. Positive learning value, though varying in depth, was identified through single interprofessional observations. Informal activities offer a sustainable interprofessional learning strategy that can be embedded into clinical placements; additional informal learning activities now warrant investigation. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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