Studenters erfaringer med tverrprofesjonell samarbeidslaering: Fra «prövekanin» til pioner
Sammanfattning
Educational institutions for the health and social professions are responsible for providing professionals who are prepared for interprofessional practice. Knowledge is needed about students’ experiences when they participate in shared practice over a period of several weeks. This study has aimed to describe the students’ experiences with interprofessional learning after four weeks of shared practice.
Twenty students from four undergraduate programmes – occupational therapy, social education and two in nursing – participated, in addition to five supervisors and four ‘contact teachers’, whom the programmes designate to follow students’ progress. We conducted group interviews with the students, supervisors and contact teachers, transcribed the interviews verbatim and applied qualitative content analysis.
We found four categories shaping a developmental pattern of ‘guinea pig to pioneer’: 1) being in unknown territory, 2) new discoveries, 3) increased insight and 4) learning that makes a difference. The duration of practice, reflections on shared experiences and shared assignments stimulated the learning. The supervisors and contact teachers facilitated shared learning situations and time to reflect.
Twenty students from four undergraduate programmes – occupational therapy, social education and two in nursing – participated, in addition to five supervisors and four ‘contact teachers’, whom the programmes designate to follow students’ progress. We conducted group interviews with the students, supervisors and contact teachers, transcribed the interviews verbatim and applied qualitative content analysis.
We found four categories shaping a developmental pattern of ‘guinea pig to pioneer’: 1) being in unknown territory, 2) new discoveries, 3) increased insight and 4) learning that makes a difference. The duration of practice, reflections on shared experiences and shared assignments stimulated the learning. The supervisors and contact teachers facilitated shared learning situations and time to reflect.