Aim: The aim of this study was to explore and understand the interprofessional collaboration preparation processes implemented by clinical tutors and students, in various professions, involved in interprofessional education experiences.
Design: A constructivist grounded theory approach. The study was carried out between 2015-#2017.
Method: Semi-structured interviews were conducted with a total of ten undergraduate students and the seven clinical tutors who supervised them from three undergraduate courses in a university of applied sciences and arts in Switzerland. Students were sampled during their clinical placement. Data were analysed and coded using constant comparative analysis with the support of Nvivo 10 software.
Results: A substantive theory "Practicing contextual models of interprofessional care" was generated. It explains how the whole process takes place, the tutor-student interactions, and how together they gradually build models of interprofessional care, linked to their clinical context and to the patients/families who are part of it.
Conclusion: The process describes a journey to comprehensively explain the roles played by the two main actors (student and tutor) who build a relationship of interaction.
Impact: This theory provides an understanding of the complex process set up by students and how they are prepared for collaboration with other professionals. Its importance is mainly expressed in the educational field because it reveals a different vision from the one present so far and enables a thorough reflection from the pedagogical point of view. Teachers will be able to observe and approach the students' training curricula from a different point of view by evaluating any changes to favour it and rethink the organizational and training models of current programs.
目的: 本研究旨在探讨和了解临床导师与学生在跨专业教育经历中采取的基于不同专业的跨专业合作的准备过程。 设计: 采取建构主义基础理论方法。该研究在2015年至2017年期间进行。 方法: 对瑞士一所应用科学与艺术大学的10名本科生和7名临床导师进行了半结构化的访谈。对于临床实习期的学生进行抽样调查。使用Nvivo 10软件,采取持续比较分析法对数据进行分析和编码。 结果: 由此得出了“跨专业护理情境模式实践”的实体理论。解释了“跨专业护理情境模式实践”整个过程如何进行、导师与学生如何互动、以及他们如何共同逐步建立跨专业护理的模型,并与临床背景联系起来,与参与其中的患者和家庭联系起来。 结论: 研究过程全面描述了两个主要角色(学生和导师)建立互动关系的过程。 影响: 这一理论让我们了解学生建立互动关系的复杂过程,以及如何训练学生与其他专业人员合作。此理论的重要性主要体现在教育领域,因为其揭示了一种与目前不同的视角,并能从引领人们站在教育学角度进行彻底的反思。教师将能够从全新角度观察和设置学生的培训课程,进行评估和改进,并重新思考当前教育程序的组织和培训模式。.
Keywords: contextual models; grounded theory; interprofessional care; interprofessional collaboration; interprofessional education; nurses; occupational therapists; physiotherapists; student; tutor.
© 2020 John Wiley & Sons Ltd.