Sharing knowledge: Final-year healthcare students working together at an interprofessional training ward

Healthcare students must learn how to collaborate with colleagues from different professional backgrounds and organisational units. Research has showed what students themselves think they gain from interprofessional education. Less is known about what knowledge students share when doing interprofess...

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Bibliographic Details
Published in:Journal of interprofessional education & practice 2023-12, Vol.33, p.100670, Article 100670
Main Authors: Törnqvist, Tove, Lindh Falk, Annika, Tingström, Pia
Format: Article
Language:English
Subjects:
Clinical practice
Interprofessional education
Practice theory
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Summary:Healthcare students must learn how to collaborate with colleagues from different professional backgrounds and organisational units. Research has showed what students themselves think they gain from interprofessional education. Less is known about what knowledge students share when doing interprofessional education. This paper aims to study students’ knowledge sharing when working together as an interprofessional team at an interprofessional training ward. The study was conducted using a focused ethnographic approach. Field observations were carried out at two different interprofessional training wards. Fieldnotes, drawings and informal interviews constitute data. Data was analysed iteratively with ‘practice architectures’ as theoretical lens. We found that students share knowledge in different ways during ward rounds, at the student team room and during the reflection session. The ward rounds are more formal and structured; at the student team room, things are buzzing; and the reflection session is weary.
ISSN:2405-4526
2405-4526
DOI:10.1016/j.xjep.2023.100670