Care providers need to be skilled in assessing each individual's resources and interpretations of their condition, to be able to communicate in a respectful, patient-centred manner and to assist adolescents to explore their ambivalence and set their own realistic goals. More research is needed.

Background: Pedagogical methods that implement mutual learning are referredto as interprofessional learning. The aim of this study was to investigate nursing, biomedical science, and social education students’ experiences with interprofessional collaborative learning through a digital platform.Method: Students from three university colleges met virtually and discussed a video taped interprofessional case. After the project, three focus group interviewswere conducted. Findings: Three themes were identified: interprofessional collaborative learning, the use of a digital platform, and communication in virtual meetings.Conclusions: Interprofessional discussions made students aware of both their own responsibilities and limitations and those of other professionals, in the process of creating a mutual understanding of an interprofessional case scenario. the facilitator is crucial to ensure a safe atmosphere and include all students in the communication process.

There is an urgent need for educational institutions to prepare students for collaborative practices in health care in the years to come. Facilitation of interprofessional learning (IPL) can be challenging for small campuses with few healthcare and social care education programmes. The aim of this study was to identify hindrances to, and opportunities for accessible interprofessional learning, for nursing students in a uniprofessional learning environment on the Norwegian West coast. Three focus group interviews were conducted with the following groups: nursing teachers, a hospital rehabilitation team and informants from a municipal home rehabilitation team. The data were analysed by hermeneutical phenomenological method. The following four main themes emerged the following: the tradition for interprofessional learning is not yet well established, IPL in the context of existing teams is better than IPL with other students, there is an urgent need to strengthen and adjust professional responsibilities and roles, and there is a need for communication to overcome hindrances to IPL.

Tradisjonelt har ulike profesjoner arbeidet parallelt. Framo ver er det helt nødvendig å samarbeide på tvers for å møte bemanningsbehovet og gi ef fektiv helsehjelp.

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