Interprofessional learning in social and health care—Learning experiences from large‐group simulation in Finland

Abstract

The health problems of clients and patients are becoming more and more complex. The health sector is undergoing continuous changes, involving increasingly diverse health environments and situations. As a result, there is an increasing need for multiprofessional cooperation, communication and the combination of knowledge and expertise. This enables meeting today's challenges through the special competence of different professionals and producing good and safe care for clients and patients (Labrague, McEnroe-Petitte, Fronda,

Brazil’s Community Health Workers Practicing Narrative Medicine: Patients’ Perspectives

“…19 Fundamental to this synergistic exchange of knowledge is training that could foster cooperation, mutual respect, clearer communication skills, and division of tasks. 61 While discussing the provider-society relationship, CHWs appeared to be effective in helping patients address physical, material, and psychosocial factors impacting the health of their communities. NM calls for providers to ask the patient for narratives of their lives and reflect them back to patients as a way to decrease feelings of stigma, marginalization, and exclusion.…”

“… 19 Fundamental to this synergistic exchange of knowledge is training that could foster cooperation, mutual respect, clearer communication skills, and division of tasks. 61 …”

Large‐group simulation as a learning method to promote interprofessional collaboration and older adults' patient centered‐care

“…The overall purpose of the large-group simulations is to widen participants' understanding of the meaning of IPC in patient centered care. 33,35 Participants in large-group simulations came from different degree programs and were at various stages of their studies. This simulation gave them an opportunity to improve their working life competence about IPC and PCC through the scenario of an older adult's oral health as a part of holistic well-being.…”

“…Usually, the scenario-based simulations are performed in small groups of about 6−20 people. 32,33 In larger groups of students, organizing small group simulations requires a lot of repetition and time for all students to participate. In large-group simulations, hundreds of participants can gather around the same theme to deepen their skills in a simulation with elements of drama by following the work of actors or real professionals.…”

A nursing socio‐environmental approach for acute pesticide poisoning: A qualitative focus group study

“…Nursing simulation has been used to improve the quality of patient care in assorted real‐life scenarios in primary care, such as hypoglycaemia‐coma and anaphylaxis‐cardiac arrest or suicidal attempts, by providing nursing students and health care professionals with clinical skills, critical and problem‐solving thinking (Dryver et al, 2021). A number of studies have attempted to understand nursing students' experiences and perceptions with simulation as a learning method, outlining confidence, independence and active participation as deciding attributes that make simulation a truthful representation of the clinical reality to which students will be exposed in the long term (Bø et al, 2021; Mulli et al, 2022; Saaranen et al, 2020). By using this educational resource to simulate health situations that are closely related to environmental factors, such as acute pesticide poisonings, it is possible to immerse the student in a complex context where a multi‐elemental perspective will be required to develop the necessary action and prevention strategies (Basak et al, 2016; Jin & Choi, 2018).…”