Facilitating interprofessional learning: experiences of using a digital activity for training handover of critically ill patients between a primary health care centre and ambulance services – a qualitative study

• Published in: BMJ open 2024, Vol.14 (6), p.e083585
• Main Authors: Taloyan, Marina, Helen, Conte, Ninni, Åkesson, Guldbrand, Sofie, Lindström, Veronica
• Format: Article
• Language: English
• Subjects: ACCIDENT & EMERGENCY MEDICINE; Adult; Ambulances; Collaboration; College students; Communication; Critical Illness - therapy; Emergency medical care; Feasibility Studies; Female; Humans; Interprofessional Education - methods; Interprofessional Relations; Male; MEDICAL EDUCATION & TRAINING; Medical Education and Training; Medical personnel; Medicin och hälsovetenskap; Nursing education; Patient Handoff - standards; Patient safety; Primary Health Care; Professionals; Professions; QUALITATIVE RESEARCH; School environment; Sweden
• ISSN: 2044-6055; 2044-6055
• DOI: 10.1136/bmjopen-2023-083585

ObjectiveTo explore students’ and facilitators’ experiences of using a developed digital activity for interprofessional learning (IPL) focusing on critically ill patient handovers from a primary healthcare (PHC) centre to the ambulance service.DesignA qualitative study design was employed, and the reporting of this study adheres to the Consolidated criteria for Reporting Qualitative research guidelines for qualitative studies.SettingA PHC centre and the ambulance service in Stockholm, Sweden.ParticipantsA total of 31 participants were included in the study: 22 students from five different healthcare professions, seven facilitators and two observers.InterventionA digital IPL activity was developed to overcome geographical distances, and the scenario included the handover of a critically ill patient from personnel within the PHC centre to the ambulance service personnel for transport to an emergency department. Four digital IPL activities were conducted in 2021.ResultsThe digital IPL activity eliminated the issue of geographical distance for students and facilitators, and it enabled the students to find an interprofessional model for collaboration through reasoning, by communicating and sharing knowledge with the support of a common structure. Participants perceived the digital IPL activity and scenario as authentic, feasible and facilitated IPL. Using a case with an acute and life-threatening condition was a success factor for students to experience high realism in their IPL on patient safety, handover, care and treatment.ConclusionThe developed digital IPL activity facilitated the students’ IPL and demonstrated potential sustainability as the digital approach supported overcoming geographical distances for both students and facilitators. By using a scenario involving an authentic case focusing on handovers of a critically ill patient, IPL, feasibility and acceptability were supported. However, it is crucial to emphasise that a comprehensive evaluation, both quantitative and qualitative, over an extended period of clinical rotations and involving a larger group of students is still warranted to ensure continuous improvement and development.