Interprofessional learning for nursing students in practice periods: problems to overcome and possibilities for uniprofessional campuses

Abstract

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.

Implementation of interprofessional learning in hospital practice

“…Nursing students doing internships in rehabilitation or stroke wards did not report encountering these obstacles to IPL. This observation was similar to the findings of other studies (Almås et al, 2017;Kvilhaugsvik & Rehnsfeldt, 2019).…”

“…Through reflection and participation in work communities, students are socialized into professional roles (Tveiten, 2019). Some internships may not have sufficient teamwork opportunities or awareness that students need IPL (Kvilhaugsvik & Rehnsfeldt, 2019). One reason for this may be that most health personnel are still educated in siloed curricula (WHO, 2013).…”

“…In rural areas, it can be challenging to find physical meeting places for student collaboration (Kvilhaugsvik & Rehnsfeldt, 2019).…”

“…An IPL model in which students meet in interprofessional groups contributes to a safe environment for students to explore professional roles and competencies, which in turn can strengthen their professional identity (Haugland et al, 2019). In rural areas, it can be challenging to find physical meeting places for student collaboration (Kvilhaugsvik & Rehnsfeldt, 2019). In an interprofessionally organized emergency ward without personnel specializing in IPE, students learn from each other and about other professions through observation or shadowing (Hägg‐Martinell et al, 2019).…”

“…Some internships may not have sufficient teamwork opportunities or awareness that students need IPL (Kvilhaugsvik & Rehnsfeldt, 2019). One reason for this may be that most health personnel are still educated in siloed curricula (WHO, 2013).…”