Interprofessional education : an analysis of the introduction of a common core in curricula for selected health professions

The aim of the study: - to to identify cultural differences between various professions and educational institutions - to to explore how the implementation of the common core in curricula influenced students’ professional habitus (identities) - when taught separately - when taught interprofessionally with longer or shorter duration - to to identify whether, and if so how, differences in the dimensions of interprofessional education affect students’ perception of their own and of another health care profession’s cultural capital (competence) Context: The Norwegian government introduced a common core into the curricula (modified curricula) for all health and social educational programmes in the conviction that this would result in more collaboratively and thereby more effective and efficient health care. It called upon profession-oriented studies to introduce interprofessional education across the health and social disciplines with opportunities for interaction in the expectation that this would reinforce students’ perceptions of their interprofessionalism and their habitus as health workers. Theoretical framework: Bourdieu’s theory of the educational system was chosen to shed light on the implementation process of the common core and to interpret interprofessional education in health care. Methodological approach: A comparative, explorative design was chosen to study health care students’ perceptions of interprofessionalism and of their own and of other professions’ cultural capital. Different health care students at Oslo University College and Ålesund University College participated in ‘StudData’, a national database for studies of recruitment and qualifications in professions. The students were asked to respond to statements in a questionnaire about interprofessionalism. Students at Bergen University College and the Karolinska Institutet, Stockholm, with different duration and modes of interprofessional education were also selected in order to get an insight into the students’ socialisation process concerning interprofessional cultural capital. All data were analysed using SPSS; comprising cross-tables, one-way analysis of variance, while STATlab was applied to carry out correspondence analysis and analysis of hierarchical classification. Results: Part I Students’ perceptions of interprofessionalism Students from five professions valued interprofessionalism differently. The occupational therapy (OT) and nursing students were more positive towards interprofessional education and collaborative practice than were the radiography and medical laboratory science students. Nursing students from four educational institutions understood interprofessionalism differently, those at Bjerregaardsgt. and Ullevål being more positive than those at Aker and Ålesund. Students with a modified curriculum appreciated interprofessionalism more highly than did those with an unmodified curriculum (before the revising of the curricula). The results showed that students having the common core implemented as interprofessional education valued interprofessional studies and work more highly than those with the common core implemented as uniprofessional education. Students with longer interprofessional education appreciated interprofessional practice more highly than those with shorter interprofessional education. Part II Students’ perceptions of own and the other profession’s capability The mature OT and physiotherapy (PT) students at the Karolinska Institutet, with longer experience in health care before starting the study than corresponding students at Bergen University College had a broader view of their own and of other professions’ cultural capital. The younger OT and PT students at Bergen University College, with less experience in health care, expressed a narrower perception of an OT’s and a PT’s cultural capital. Discussion: The implementation process of the common core in the curricula and the results from empirical data of the student groups’ perceptions are discussed in relation to theory, biosocial variables (as part of students’ habitus), and result of previous research in the field. Finally, findings are seen in relation to how to improve students’ habitus as health workers and their interprofessional cultural capital

Core competences : a mixed methods study of biomedical laboratory scientists in Norway

Background: This study describes how a sample of Norwegian biomedical laboratory scientists perceive their profession's core competences. Method: An explorative sequential mixed method was conducted based on two rounds of data collection and includes qualitative and quantitative data. In a pilot study, seven biomedical laboratory scientists, from a middle-sized and a smaller hospital, contributed in a qualitative research interview. The interviews were transcribed and analyzed. In a main study, a questionnaire containing 36 statements was developed to investigate the biomedical laboratory scientists’ perceptions of their core competences. The questionnaire was forwarded to a random selection of 2000 biomedical laboratory scientists. A total of 587 respondents completed the questionnaire, giving a response rate of 29.3 per cent. Results and conclusion: The results of the interviews showed that biomedical laboratory scientists perceived their core competences as basically related to analyses and the quality of biomedical laboratory work. The data analysis of the responses from the survey revealed seven factors describing core competences in biomedical laboratory processes. The factors include pre-analytic, analytic and post-analytic competence, in addition to co-mentoring skills and collaborative competence. Keywords: quality, analysis, core competence, biomedical laboratory scientist, collaborative competenceacceptedVersio

Aktuelle forskningsområder for bioingeniører innen medisinsk biokjemi

Source at https://www.bioingenioren.no/fag/fag-originalartikkel/aktuelle-forskningsomrader-for-bioingeniorer-innen-medisinsk-biokjemi/.Innledning. Bioingeniørfaget er lite synlig i helsevesenet. Å identifisere forskningsområder innen biokjemisk laboratoriemedisin, kan være et ledd i å synliggjøre yrket. Mer forskning innen bioingeniørfaget er viktig for å kunne evaluere nye behandlingsteknikker, utvikle evidensbasert praksis og bedre pasientbehandling. Dette prosjektet er andre del av en studie som undersøker aktuelle forskningsområder for norske bioingeniører. I den første delen av denne studien (del 1) kartla vi hvilke temaer bioingeniører innen medisinsk biokjemi mener det bør forskes på. Temaene som kom opp var knyttet til pasientrelaterte utfordringer, organisatoriske/psykososiale forhold, analysering/ kvalitetssikring og bioingeniøren i fremtiden. I denne delen (del 2) har vi gått videre og sett på hvilke av disse forskningsområdene som er viktigst sett fra bioingeniørene ved medisinsk biokjemi sitt ståsted. Materiale og metode. Delphi-metoden er benyttet for å oppnå konsensus. Basert på de tidligere kartlagte forskningsområdene i del 1 av studien, samt annen forskning, ble det utarbeidet et spørreskjema hvor 33 aktuelle forskningsområder ble presentert. Spørreskjemaet ble sendt til bioingeniører ved 27 medisinsk biokjemiske laboratorier. Respondentene skulle ved hjelp av en Likert-skala rangere viktigheten av de 33 forskningsområdene knyttet til henholdsvis pasient, samarbeid med kollegaer og bioingeniørfaget generelt. Resultat. I alt 21 besvarte spørreskjemaet, noe som gir en svarprosent på 77,8 %. Studien viser at forskningsområder innen kategoriene preanalyse og analytisk var høyt rangerte. Dette omfatter blant annet å undersøke helsepersonell sin prosedyrekunnskap når det gjelder kvalitetssikring og om annet helsepersonell er bevisst på verdien av preanalytiske variabler. Å synliggjøre bioingeniørfaget og utvikle pasientnære analyser, kom også frem som aktuelle forskningsområder.Introduction. Biomedical laboratory science is a somewhat invisible profession. To identify research areas within biomedical laboratory science, could contribute to make the profession more visible. More research within biomedical laboratory science is important to evaluate new treatment techniques, establish evidence-based practice and improve patient treatment. This project is the second part of a study aiming at determining research priorities within biomedical laboratory sciences in Norway. In the first stage of this study (part 1), we mapped which themes biomedical laboratory scientists within medical biochemistry considered to be potential research areas. The themes that came up were linked to patient related challenges, organizational/psychosocial aspects, analyzing/quality assurance and the future of biomedical laboratory science. In this part of the study (part 2), we have moved on to investigate which research areas biomedical laboratory scientists in medical biochemistry consider most important. Material and methods. The Delphi – method was applied to establish consensus. Based on the earlier mapped research areas in part 1 of the study, as well as other studies, a questionnaire presenting 33 relevant research areas was developed. The questionnaire was distributed to 27 medical biochemistry laboratories. By using a Likert scale, the respondents graded the importance of the 33 areas related to the patient, collaboration with colleagues and biomedical science in generally, respectively. Results. In total 21 laboratories answered the questionnaire, giving a response rate of 77.8 %. The results show that research areas within the categories pre-analysis and analysis were ranked as most important. Some of the highest ranked research areas are to interpret other health professional’s procedural knowledge related to quality assurance and if other health professionals are conscious of the importance of pre-analytical variables. To strengthen the position of biomedical laboratory sciences and improve point-of-care testing were also considered to be relevant research areas

Shadowing: Interprofessional Learning

Background: The Norwegian government has indicated that health and socialstudies should emphasize interprofessional collaborative learning (IPL), especiallyin clinical placements. Through IPL, students have the opportunity to gain insightinto other professional responsibilities and minimize negative stereotypes. Thismight improve collaboration across professional boundaries. Professionals withcollaborative competence might solve complex health problems, and thus improvethe quality of healthcare. The objectives of this article are to investigate the IPLexperiences nursing students acquire through shadowing practice with differentprofessionals 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 educationalinstitutions seeking to implement IPL

Tverrprofesjonell samarbeidslæring (TPS) ved Høgskolen i Molde

Tverrprofesjonell samarbeidslæring (TPS) er nødvendig for å sikre god kvalitet på helse- og sosialtjenestene. Ved Høgskolen i Molde arbeides det aktivt for å anvende TPS som virkemiddel på tvers av profesjonsutdanningene og langs utdanningsnivåene

University teachers’ views of interprofessional learning and their role in achieving outcomes - a qualitative study

Over the past decade, there has been a rapid increase in higher education institutions offering opportunities for interprofessional learning (IPL) to their students. The literature presents a number of factors that contribute to effective IPL, including having trained facilitators that help optimise the learning process. Many of these IPL facilitators are university teachers and the literature provides us with some insight into their views of IPL. However, little is known about university teachers’ views about IPL and their role in supporting students in achieving outcomes linked to IPL during their own teaching; this paper explores these areas. University teachers, working with students in Norway and England who contribute to patients’ care pathway were purposively invited to join focus groups. Data collected from the teachers’ conversations during these focus groups were analysed to elicit the main themes. Findings show that university teachers have a wide range of views about IPL, its potential to enhance collaborative practice and care, and their role in helping students achieve outcomes linked to IPL. A key challenge appears to be whether IPL is “worth the struggle,” which emphasises the need for strong leadership in order to align pedagogical approaches in education and practice that strive to achieve agreed outcomes

Implementation of interprofessional learning in hospital practice

Abstract Aim Some universities of applied science struggle with implementing interprofessional learning due to a lack of diversity in professions. The aim of this study was to investigate whether an interprofessional learning model with an informational letter describing interprofessional learning opportunities can provide nursing students in rural areas with sufficient interprofessional learning during internships. Design This qualitative study utilized a hermeneutical approach. Methods A total of 17 individuals participated in focus groups, group interviews and written responses. The data collection: January 2019. Results Four categories were observed: (a) assumptions about interprofessional learning, (b) available interprofessional learning opportunities, (c) hindrances to interprofessional learning and (d) stimulation of interprofessional learning. The conclusion was that interprofessional learning can be implemented to some extent in areas where different professions work, even when only one student is present. A focus on interprofessional collaboration, patient safety and patient flow are valuable interprofessional learning objectives. An informational letter with suggestions for interprofessional learning, such as shadowing, was considered valuable by the participants

Bioingeniøren som diagnostisk samarbeidspartner i helsevesenet

Bakgrunn. Målet med denne studien var å undersøke om en bioingeniør kan inngå som en diagnostisk samarbeidspartner (DSP) og derved oppleves som en naturlig del av et tverrprofesjonelt team i helsevesenet. Metode. Det ble gjennomført en kvalitativ studie basert på fokusgruppeintervjuer som ble transkribert og analysert etter Graneheim og Lundmans metode. Før intervjuene deltok DSP på morgenmøter for leger, og i avdelingen der sykepleiere oppdaterte seg på pasientjournaler og forberedte previsitt. DSP deltok også på previsitt og enkelte pasientvisitter etter legens ønske. I etterkant ble det gjennomført tre fokusgruppeintervjuer av helsepersonell etter en semistrukturert intervjuguide. Resultater og konklusjon. Resultatene synliggjør temaene kvalitet, kommunikasjon og kunnskap. Studien tyder på at leger og sykepleiere opplevde at bioingeniøren har komplementær kompetanse og kan gi et positivt bidrag til det tverrprofesjonelle teamet der det tas beslutninger om diagnostikk og behandling. Helsepersonellet opplevde at bioingeniøren har viktig kunnskap om håndtering, analysering og vurdering av resultater fra biologisk materiale, noe de fant nyttig for å kunne gi pasientene raskere og mer kvalitetssikker behandling, som igjen fører til forbedret pasientsikkerhet. Studien viser at bioingeniører kan ha en naturlig plass i tverrprofesjonelle team i pasientforløp i helsevesenet

Core competences : a mixed methods study of biomedical laboratory scientists in Norway

Background: This study describes how a sample of Norwegian biomedical laboratory scientists perceive their profession's core competences. Method: An explorative sequential mixed method was conducted based on two rounds of data collection and includes qualitative and quantitative data. In a pilot study, seven biomedical laboratory scientists, from a middle-sized and a smaller hospital, contributed in a qualitative research interview. The interviews were transcribed and analyzed. In a main study, a questionnaire containing 36 statements was developed to investigate the biomedical laboratory scientists’ perceptions of their core competences. The questionnaire was forwarded to a random selection of 2000 biomedical laboratory scientists. A total of 587 respondents completed the questionnaire, giving a response rate of 29.3 per cent. Results and conclusion: The results of the interviews showed that biomedical laboratory scientists perceived their core competences as basically related to analyses and the quality of biomedical laboratory work. The data analysis of the responses from the survey revealed seven factors describing core competences in biomedical laboratory processes. The factors include pre-analytic, analytic and post-analytic competence, in addition to co-mentoring skills and collaborative competence. Keywords: quality, analysis, core competence, biomedical laboratory scientist, collaborative competenc