Studying intraprofessional and interprofessional learning processes initiated by an educational intervention applying a qualitative design with multimethod approach: a study protocol

Abstract

Introduction Interprofessional collaboration in education and practice has been highlighted as a premise for providing good care. Both the intraprofessional and interprofessional impacts have bearing on healthcare professionals’ performance and learning. Likewise, from the perspective of work-integrated learning, intraprofessional and interprofessional learning play an enduring part in studies about the development of healthcare organisations and professional competence. Educational-intervention research has become significant, which may indicate challenges the healthcare, for example, the area of disabilities is confronting. Earlier studies on intraprofessional and interprofessional learning have often focused on the learning outcome, whereas the learning process remains unexplored. The learning process is complex and is normally influenced by several factors. Therefore, develop knowledge about the intraprofessional and interprofessional learning processes initiated by an educational-intervention and the factors influencing this process may contribute to educational-intervention research, which is also the aim of the forthcoming study. Methods and analysis An inductive qualitative study design with interpretivism as the epistemological stand will be applied. Professionals in healthcare services for people with intellectual disabilities in four residential settings in Sweden are included in the educational-intervention based on web-based training and structured group reflections. Intended data collections are videorecordings of group reflections and individual interviews. An ethnomethodological approach will be applied for studying the details of conversation and interaction in group reflections. The interviews will be analysed using qualitative content analysis to gain participants’ viewpoints of the intervention. Ethics and dissemination Approval was obtained from the Swedish Ethical Review Authority, Dnr 35 517. In Addition, a supplemental application to the extended part of the intervention in the forthcoming study has been submitted and approval was received on 21 September 2021. Ethical principles following the Declaration of Helsinki will be strictly followed. Trial registration number NCT03390868; Post-results.

The implementation of Apice On Project in the Obstetric Residency Program: Nurses’ perceptions

“…This is conceived when students from different professions learn about each other, with each other and among themselves to enable collaborative work and expanded health outcomes based on collective dialog and the exchange of experiences, providing a better understanding of roles, responsibilities and the performance of their work. 27,28 Obstetric nurses' perceptions of the Apice On Project Oliveira TR, Lopes GC, Alves VH, Dulfe PAM, Santos AF, Mathias LFB, Pereira DR, Reis LC In this sense, the obstacles to interprofessional education presented in this study pointed out the challenges of the path to be followed in order to achieve the expected result proposed by the Apice On project in the participating Teaching Hospitals, established in the formalization of the use of educational strategies that enable collaborative learning. 7 To this end, it is proposed to stimulate a process of in-service training that goes beyond theoretical content, with emphasis on the relationships that are established between practice and reflection on each action that makes it possible to improve what is done.…”

A implementação do Projeto Apice On no Programa de Residência em Enfermagem Obstétrica: percepções de enfermeiras

“…Esta é concebida quando estudantes de diferentes profissões aprendem sobre os outros, com os outros e entre si para viabilizar o trabalho colaborativo e resultados ampliados em saúde a partir de um diálogo coletivo e da troca de experiências, oportunizando melhor compreensão dos papeis, responsabilidades e desempenho de seu trabalho. 27,28 Nesse sentido, os entraves para a educação interprofissional apresentados neste estudo apontaram os desafios do caminho a ser percorrido a fim de contemplar o resultado esperado proposto pelo projeto Apice On nos Hospitais de Ensino participantes, estabelecido na formalização do uso de estratégias educacionais que possibilitem o aprendizado colaborativo. 7 Para tanto, propõe-se estimular um processo de formação em serviço para além do conteúdo teórico, com destaque para as relações que se estabelecem entre a prática e a reflexão sobre cada ação que possibilita aperfeiçoar o fazer.…”

Building an efficient classroom for Civics in vocational colleges in the era of new media

“…With the reform of the Civic Studies curriculum, vocational institutions have gradually explored some ways to integrate educational elements in general education courses [15][16][17][18][19]. For example, the literature [20] integrated the synergistic principle of deliberate practice and the consensus competence of interprofessional education into a framework and built an interprofessional experiential education model.…”