Shadowing: Interprofessional Learning
DOI:
https://doi.org/10.22230/jripe.2015v5n2a196Keywords:
IPL, Shadowing practice, Interprofessional learning, Home care, Placement, Nursing studentsAbstract
Background: The Norwegian government has indicated that health and social
studies should emphasize interprofessional collaborative learning (IPL), especially
in clinical placements. Through IPL, students have the opportunity to gain insight
into other professional responsibilities and minimize negative stereotypes. This
might improve collaboration across professional boundaries. Professionals with
collaborative competence might solve complex health problems, and thus improve
the quality of healthcare. The objectives of this article are to investigate the IPL
experiences nursing students acquire through shadowing practice with different
professionals in home care.
Methods and Findings: To develop a model for IPL, 12 nursing students spent five days shadowing four different healthcare professionals working in home care. At the end of the pedagogical intervention, the students reflected on the practice and the role of the different professionals they had followed. To investigate how the students experienced interprofessional shadowing practice, the reflective notes were analyzed, templates for the selected professionals were drawn up, and four focus group interviews were conducted The results showed that students has acquired knowledge of other professions’ responsibilities and were aware of thneed for an interprofessional approach to home care.
Conclusions: This kind of shadowing might be an ideal model for educational
institutions seeking to implement IPL.
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