{"title":"分享知识:医疗保健专业大四学生在跨专业培训病房共同工作","authors":"Tove Törnqvist, Annika Lindh Falk, Pia Tingström","doi":"10.1016/j.xjep.2023.100670","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Healthcare students must learn how to collaborate with colleagues from different professional backgrounds and organisational units. Research has showed what students themselves think they gain from interprofessional education. Less is known about what knowledge students share when doing interprofessional education.</p></div><div><h3>Purpose</h3><p>This paper aims to study students’ knowledge sharing when working together as an interprofessional team at an interprofessional training ward.</p></div><div><h3>Method</h3><p>The study was conducted using a focused ethnographic approach. Field observations were carried out at two different interprofessional training wards. Fieldnotes, drawings and informal interviews constitute data. Data was analysed iteratively with ‘practice architectures’ as theoretical lens.</p></div><div><h3>Discussion/conclusion</h3><p>We found that students share knowledge in different ways during ward rounds, at the student team room and during the reflection session. The ward rounds are more formal and structured; at the student team room, things are buzzing; and the reflection session is weary.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Sharing knowledge: Final-year healthcare students working together at an interprofessional training ward\",\"authors\":\"Tove Törnqvist, Annika Lindh Falk, Pia Tingström\",\"doi\":\"10.1016/j.xjep.2023.100670\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>Healthcare students must learn how to collaborate with colleagues from different professional backgrounds and organisational units. Research has showed what students themselves think they gain from interprofessional education. Less is known about what knowledge students share when doing interprofessional education.</p></div><div><h3>Purpose</h3><p>This paper aims to study students’ knowledge sharing when working together as an interprofessional team at an interprofessional training ward.</p></div><div><h3>Method</h3><p>The study was conducted using a focused ethnographic approach. Field observations were carried out at two different interprofessional training wards. Fieldnotes, drawings and informal interviews constitute data. Data was analysed iteratively with ‘practice architectures’ as theoretical lens.</p></div><div><h3>Discussion/conclusion</h3><p>We found that students share knowledge in different ways during ward rounds, at the student team room and during the reflection session. The ward rounds are more formal and structured; at the student team room, things are buzzing; and the reflection session is weary.</p></div>\",\"PeriodicalId\":37998,\"journal\":{\"name\":\"Journal of Interprofessional Education and Practice\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-07-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Interprofessional Education and Practice\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2405452623000721\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Interprofessional Education and Practice","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2405452623000721","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
Sharing knowledge: Final-year healthcare students working together at an interprofessional training ward
Background
Healthcare students must learn how to collaborate with colleagues from different professional backgrounds and organisational units. Research has showed what students themselves think they gain from interprofessional education. Less is known about what knowledge students share when doing interprofessional education.
Purpose
This paper aims to study students’ knowledge sharing when working together as an interprofessional team at an interprofessional training ward.
Method
The study was conducted using a focused ethnographic approach. Field observations were carried out at two different interprofessional training wards. Fieldnotes, drawings and informal interviews constitute data. Data was analysed iteratively with ‘practice architectures’ as theoretical lens.
Discussion/conclusion
We found that students share knowledge in different ways during ward rounds, at the student team room and during the reflection session. The ward rounds are more formal and structured; at the student team room, things are buzzing; and the reflection session is weary.
期刊介绍:
Journal of Interprofessional Education & Practice, a quarterly online-only journal, provides innovative ideas for interprofessional educators and practitioners through peer-reviewed articles and reports. Each issue examines current issues and trends in interprofessional healthcare topics, offering progressive solutions to the challenges facing the profession. The Journal of Interprofessional Education & Practice (JIEP) is affiliated with University of Nebraska Medical Center and the official journal of National Academies of Practice (NAP) and supports its mission to serve the public and the health profession by advancing education, policy, practice & research.