How do former medical and nursing undergraduates describe their learning on an interprofessional training Ward 12–18 months later? – A retrospective qualitative analysis
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Date
2023-04-21
Authors
Mink, Johanna
Zurek, Bianka
Götsch, Burkhard
Mihaljevic, André L.
Mitzkat, Anika
Trierweiler-Hauke, Birgit
Mahler, Cornelia
Journal Title
Journal ISSN
Volume Title
Publication Type
Wissenschaftlicher Artikel
Published in
BMC Medical Education, 2023
Abstract
Abstract
Background
Interprofessional training wards (IPTWs) seem to deliver good results in terms of development of interprofessional competencies. However, evidence of long-term effects of these training wards on learners’ competency development is lacking and little is known about retrospective evaluation of IPTWs. Therefore, this study aimed to explore the retrospective evaluation of competency development and interprofessional collaboration of former undergraduates 12 or more months after a placement on an IPTW.
Methods
Eight follow-up interviews were conducted with four nursing and four medical professionals 12–18 months after they had finished a placement on an ITPW throughout their vocational training. Interviews were translated verbatim and analysed deductively and inductively based on qualitative content analysis.
Results
The qualitative content analyses deductively identified two main categories regarding the research question, namely the uniqueness of the programme and interprofessional competencies developed by the Interprofessional Education Collaborative. Sub categories were identified inductively, representing the perceived competency development and the learning opportunities on the IPTW as compared to other clinical placements throughout vocational training and in transition to practice. Interviewees seemed to have developed competencies that are important for interprofessional collaboration such as communication, roles and responsibilities, as well as competencies in patient care and management. Considered beneficial for learning were the opportunity to work self-responsibly and the interprofessional collaboration on the IPTW, both of which were neither possible in almost any other placement nor in transition to practice.
Conclusion
Findings show that IPTWs can be sufficient in competency development and role clarification and are perceived positively by learners, but structures in clinical practice can impede sustaining competency development and efficient interprofessional collaboration.
Description
Faculties
Institutions
UKU. Klinik für Allgemein- und Viszeralchirurgie
Citation
DFG Project uulm
EU Project THU
Other projects THU
License
CC BY 4.0 International
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Supplement to
Supplemented by
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Erratum to
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Part of
DOI external
DOI external
10.1186/s12909-023-04212-5
Institutions
Periodical
Degree Program
DFG Project THU
item.page.thu.projectEU
item.page.thu.projectOther
Series
Keywords
Interprofessional Education, Nursing education, Medical Education, Interprofessional collaboration, Professional competence, DDC 610 / Medicine & health