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Interprofessional education on complex patients in nursing homes: a focus group study
Background 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...
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Published in: | BMC medical education 2021-09, Vol.21 (1), p.1-504, Article 504 |
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description | Background 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. Method 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. Results 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. Conclusions 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. Keywords: Interprofessional education, Graduate students, Workplace learning, Nursing homes, Focus groups, Complex patients |
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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. Method 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. Results 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. Conclusions 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. Keywords: Interprofessional education, Graduate students, Workplace learning, Nursing homes, Focus groups, Complex patients</description><identifier>ISSN: 1472-6920</identifier><identifier>EISSN: 1472-6920</identifier><identifier>DOI: 10.1186/s12909-021-02867-6</identifier><identifier>PMID: 34560852</identifier><language>eng</language><publisher>London: BioMed Central Ltd</publisher><subject>Care and treatment ; Collaboration ; Complex patients ; Curricula ; Data Analysis ; Focus groups ; Focus groups, Complex patients ; Graduate students ; Health care industry ; Individualized Instruction ; Interprofessional education ; Medical education ; Medical students ; Methods ; Nursing home patients ; Nursing homes ; Outcomes of Education ; Professional education ; Training ; Workplace learning</subject><ispartof>BMC medical education, 2021-09, Vol.21 (1), p.1-504, Article 504</ispartof><rights>COPYRIGHT 2021 BioMed Central Ltd.</rights><rights>2021. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). 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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. Method 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. Results 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. Conclusions 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. Keywords: Interprofessional education, Graduate students, Workplace learning, Nursing homes, Focus groups, Complex patients</description><subject>Care and treatment</subject><subject>Collaboration</subject><subject>Complex patients</subject><subject>Curricula</subject><subject>Data Analysis</subject><subject>Focus groups</subject><subject>Focus groups, Complex patients</subject><subject>Graduate students</subject><subject>Health care industry</subject><subject>Individualized Instruction</subject><subject>Interprofessional education</subject><subject>Medical education</subject><subject>Medical students</subject><subject>Methods</subject><subject>Nursing home patients</subject><subject>Nursing homes</subject><subject>Outcomes of Education</subject><subject>Professional education</subject><subject>Training</subject><subject>Workplace learning</subject><issn>1472-6920</issn><issn>1472-6920</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>M0P</sourceid><sourceid>PIMPY</sourceid><sourceid>DOA</sourceid><recordid>eNptkstu1DAUhiMEoqXwAqwisWFBim_xhQXSqNxGqsSGsrVs53jqURIHOwH69ngmFTAI2ZaPjr_zW8f-q-o5RpcYS_46Y6KQahDBZUkuGv6gOsdMkIYrgh7-FZ9VT3LeI4SFpPhxdUZZy5FsyXl1sx1nSFOKHnIOcTR9Dd3izFziukwXh6mHn_VUMjDOuQ5jPS4ph3FX38YB8pva1D66Jde7FJepzvPS3T2tHnnTZ3h2v19UNx_ef7n61Fx__ri92lw3rhVibpjyThnWtY4JI5kxWHUGmFSeC8uNZ5Z7BLbllnLLCXCjfIc8QeALaBi9qLarbhfNXk8pDCbd6WiCPiZi2mmT5uB60AhjyxRYgolkznJrW4oMoVghaTGFovVq1co_YFrsidq78HVzVFsWXZ5OMlTwtyte2AE6Vx4nmf6k6vRkDLd6F79ryThDUhaBl_cCKX5bIM96CNlB35sR4pI1aQXnbYtbXtAX_6D7uKTyVwdKUqSYUOgPtTOl3zD6WO51B1G94UIiKiSjhbr8D1VGB0NwcQQfSv6kgKwFLsWcE_jfPWKkDz7Uqw918aE--lBz-gt-2M81</recordid><startdate>20210924</startdate><enddate>20210924</enddate><creator>Svensberg, K</creator><creator>Kalleberg, B.G</creator><creator>Rosvold, E.O</creator><creator>Mathiesen, L</creator><creator>Waien, H</creator><creator>Hove, L.H</creator><creator>Andersen, R</creator><creator>Waaktaar, T</creator><creator>Schultz, H</creator><creator>Sveaass, N</creator><creator>Hellesö, R</creator><general>BioMed Central Ltd</general><general>BioMed Central</general><general>BMC</general><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88C</scope><scope>88E</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>K9.</scope><scope>M0P</scope><scope>M0S</scope><scope>M0T</scope><scope>M1P</scope><scope>PIMPY</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope><scope>7X8</scope><scope>5PM</scope><scope>ACNBI</scope><scope>ADTPV</scope><scope>AOWAS</scope><scope>D8T</scope><scope>DF2</scope><scope>ZZAVC</scope><scope>DOA</scope><orcidid>https://orcid.org/0000-0002-7313-5323</orcidid><orcidid>https://orcid.org/0000-0002-7118-1983</orcidid><orcidid>https://orcid.org/0000-0002-5188-8287</orcidid><orcidid>https://orcid.org/0000-0003-2928-5065</orcidid><orcidid>https://orcid.org/0000-0002-3965-2052</orcidid><orcidid>https://orcid.org/0000-0002-0723-4112</orcidid><orcidid>https://orcid.org/0000-0002-6598-2215</orcidid><orcidid>https://orcid.org/0000-0002-7757-6521</orcidid></search><sort><creationdate>20210924</creationdate><title>Interprofessional education on complex patients in nursing homes: a focus group study</title><author>Svensberg, K ; Kalleberg, B.G ; Rosvold, E.O ; Mathiesen, L ; Waien, H ; Hove, L.H ; Andersen, R ; Waaktaar, T ; Schultz, H ; Sveaass, N ; Hellesö, R</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c577t-49fc9a4d5c47a84aa19dae489f67b6af4b6f0eb56b36b62e6a9fd0f20ef9daa43</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Care and treatment</topic><topic>Collaboration</topic><topic>Complex patients</topic><topic>Curricula</topic><topic>Data Analysis</topic><topic>Focus groups</topic><topic>Focus groups, Complex patients</topic><topic>Graduate students</topic><topic>Health care industry</topic><topic>Individualized Instruction</topic><topic>Interprofessional education</topic><topic>Medical education</topic><topic>Medical students</topic><topic>Methods</topic><topic>Nursing home patients</topic><topic>Nursing homes</topic><topic>Outcomes of Education</topic><topic>Professional education</topic><topic>Training</topic><topic>Workplace learning</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Svensberg, K</creatorcontrib><creatorcontrib>Kalleberg, B.G</creatorcontrib><creatorcontrib>Rosvold, E.O</creatorcontrib><creatorcontrib>Mathiesen, L</creatorcontrib><creatorcontrib>Waien, H</creatorcontrib><creatorcontrib>Hove, L.H</creatorcontrib><creatorcontrib>Andersen, R</creatorcontrib><creatorcontrib>Waaktaar, T</creatorcontrib><creatorcontrib>Schultz, H</creatorcontrib><creatorcontrib>Sveaass, N</creatorcontrib><creatorcontrib>Hellesö, R</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection【Remote access available】</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Health and Medical</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Healthcare Administration Database (Alumni)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>AUTh Library subscriptions: ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Education Journals (ProQuest Database)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>ProQuest Healthcare Administration Database</collection><collection>PML(ProQuest Medical Library)</collection><collection>ProQuest - Publicly Available Content Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><collection>SWEPUB Uppsala universitet full text</collection><collection>SwePub</collection><collection>SwePub Articles</collection><collection>SWEPUB Freely available online</collection><collection>SWEPUB Uppsala universitet</collection><collection>SwePub Articles full text</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>BMC medical education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Svensberg, K</au><au>Kalleberg, B.G</au><au>Rosvold, E.O</au><au>Mathiesen, L</au><au>Waien, H</au><au>Hove, L.H</au><au>Andersen, R</au><au>Waaktaar, T</au><au>Schultz, H</au><au>Sveaass, N</au><au>Hellesö, R</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Interprofessional education on complex patients in nursing homes: a focus group study</atitle><jtitle>BMC medical education</jtitle><date>2021-09-24</date><risdate>2021</risdate><volume>21</volume><issue>1</issue><spage>1</spage><epage>504</epage><pages>1-504</pages><artnum>504</artnum><issn>1472-6920</issn><eissn>1472-6920</eissn><abstract>Background 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. Method 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. Results 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. Conclusions 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. Keywords: Interprofessional education, Graduate students, Workplace learning, Nursing homes, Focus groups, Complex patients</abstract><cop>London</cop><pub>BioMed Central Ltd</pub><pmid>34560852</pmid><doi>10.1186/s12909-021-02867-6</doi><orcidid>https://orcid.org/0000-0002-7313-5323</orcidid><orcidid>https://orcid.org/0000-0002-7118-1983</orcidid><orcidid>https://orcid.org/0000-0002-5188-8287</orcidid><orcidid>https://orcid.org/0000-0003-2928-5065</orcidid><orcidid>https://orcid.org/0000-0002-3965-2052</orcidid><orcidid>https://orcid.org/0000-0002-0723-4112</orcidid><orcidid>https://orcid.org/0000-0002-6598-2215</orcidid><orcidid>https://orcid.org/0000-0002-7757-6521</orcidid><oa>free_for_read</oa></addata></record> |
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subjects | Care and treatment Collaboration Complex patients Curricula Data Analysis Focus groups Focus groups, Complex patients Graduate students Health care industry Individualized Instruction Interprofessional education Medical education Medical students Methods Nursing home patients Nursing homes Outcomes of Education Professional education Training Workplace learning |
title | Interprofessional education on complex patients in nursing homes: a focus group study |
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