TPS-grupper i praksis (Tverrprofesjonell samarbeidslæring i praksisstudier) Delprosjekt 1b i OPERASJON BACHELORPRAKSIS, FHS

I denne rapporten presenteres modeller for tverrprofesjonell praksis-læring som benyttes både i primærhelsetjenester (TVEPS) og i spesialisthelsetjenesten (TPS i sykehuspraksis). I tillegg presenteres en mal for informasjonsskriv til ledere og veiledere i helseforetak og kommuner, der det oppfordres til å legge til rette for tverrprofesjonelt studentsamarbeid når studenter fra flere profesjonsutdanninger har samtidig praksis i samme institusjon. Utvikling av modellene som beskrives har pågått gjennom flere år. Som del av prosjekt Operasjon Bachelorpraksis er modellene presentert samlet og er prøvd ut på nye praksis-arenaer og på flere HVL-campus. Modeller og mal for informasjonsskriv er også presentert i «Ressursemne for TPS i teori og praksis, opprettet i læringsplattformen Canvas (se rapport fra TPSgruppens oppdrag fra punktene 1 og 3)

Interprofessional education as a contributor to professional and interprofessional identities

According to the World Health Organization interprofessional education (IPE) is a necessary step in preparing a collaborative practice-ready health work force. However, the processes of developing professional identity within interprofessional education programs have not been fully explored and require a deeper understanding. Participation in interprofessional education groups may influence the development of professional identity including increased awareness of one’s own profession-specific competence as well as socialization into a professional role. Interprofessional education is a dynamic social process related to students’ memberships in IPE-groups. We conducted focus groups with representatives from students in seven different professional education programs involved in interprofessional education during all three years of their educational programs. We used the principles of systematic text condensation as an analytical frame. This article is a contribution toward grasping how IPE can contribute to both professional and interprofessional identity. Group collaboration in interprofessional education enabled students to identify with their profession as well as creating a safe place to gain insight into other professions’ competencies. Moreover, students could obtain knowledge about being a professional participant and could enrich their professional identity, as they were involved with students from other professions. IPE-groups strengthened professional identity rather than threatened it

Interprofessional education as a contributor to professional and interprofessional identities

According to the World Health Organization interprofessional education (IPE) is a necessary step in preparing a collaborative practice-ready health work force. However, the processes of developing professional identity within interprofessional education programs have not been fully explored and require a deeper understanding. Participation in interprofessional education groups may influence the development of professional identity including increased awareness of one’s own profession-specific competence as well as socialization into a professional role. Interprofessional education is a dynamic social process related to students’ memberships in IPE-groups. We conducted focus groups with representatives from students in seven different professional education programs involved in interprofessional education during all three years of their educational programs. We used the principles of systematic text condensation as an analytical frame. This article is a contribution toward grasping how IPE can contribute to both professional and interprofessional identity. Group collaboration in interprofessional education enabled students to identify with their profession as well as creating a safe place to gain insight into other professions’ competencies. Moreover, students could obtain knowledge about being a professional participant and could enrich their professional identity, as they were involved with students from other professions. IPE-groups strengthened professional identity rather than threatened it

Evidence of validity for the Norwegian version of the interprofessional collaborative competency attainment survey (ICCAS)

This was a validation study of the Norwegian version of The Interprofessional Collaborative Competency Attainment Survey (ICCAS). ICCAS consists of 20 retrospective pre- and post-questions, where respondents rate their agreement with regard to self-assessed competencies after participating in interprofessional education courses. It has been validated across various settings. The questionnaire was translated using the back-translation technique. We investigated evidence of validity regarding content, response process, and internal structure. Data were obtained from health and social care students (n = 1440, response rate 42.8%) participating in 12 different interprofessional courses in seven education institutions in Norway using a cross-sectional design. Exploratory factor analysis indicated one retracted factor for pre-scores and one retracted factor for post-scores. High McDonald’s omega values indicated good internal consistency. Item deletion did not improve the scale’s overall consistency on pre- or post-scores. We observed higher mean post-scores than pre-scores with moderate-to-large effect sizes, indicating a positive change in self-assessed interprofessional capabilities after training. Our findings indicate that the Norwegian version of ICCAS is a valid tool that may be implemented across a wide range of interprofessional education courses. Finally, our findings support earlier recommendations that ICCAS should be analyzed at an overall level to address change in interprofessional capabilities.publishedVersio

Developing 21st Century Skills for a Sustainable future through Interdisciplinary Education

One key mission of universities is to equip young professionals with the attitudes, skills, and competencies needed to solve globally intertwined sustainability challenges affecting our time. Universities increasingly engage with the grand challenges of today, and one type of engagement is through experience-based courses providing students with the relevant competencies and skills to cope with complex and wicked problems. Yet, the educational design of such courses is not straightforward, and educators continuously question: How can we best help and prepare our students to cope and innovate in a rapidly shifting, complex and interconnected world?When using wicked problems as a learning arena, educators will need new pedagogy to support students. Moreover, students will need both factual knowledge related to their discipline and certain key competencies and skills, often named 21st-century skills. These skills are normally acquired outside the traditional classroom, involving interdisciplinary interactions, real-life problems, and action-based teaching. Scholars emphasize competencies and skills, such as teamwork and collaboration, creativity and entrepreneurship, networking and learning with stakeholders, flexible mindsets, forward-looking, critical thinking, resilience, and problem-solving.In Scandinavia, several higher education institutions and universities working with experienced-based and interdisciplinary learning have established The Nordic Experts in Teams Network funded by The Nordic Council of Ministers (Nordplus). Experts in Teams is a ‘method, practice or approach’ for developing interdisciplinary teamwork skills and other 21st century skills. The method strengthens the students’ transferable skills in interdisciplinary teamwork, innovation, and group dynamics. In the Experts in Teams courses, the students work in interdisciplinary teams. The frame is a real-life case from the public or private sector or a trade organization. The students develop interdisciplinary teamwork skills by reflecting on and learning from specific teamwork situations. Furthermore, they develop an understanding of how those skills scaffold the solution of complex and wicked problems.At NTNU, the work methods in the Experts in Teamwork course have been developed over two decades and have for the last decade influenced the development of similar courses at other universities and higher education institutions, through a sharing network culture. The Experts in Teams (EiT) method has spread to other universities through creative local adaptation (‘no copy-paste’) and represents a fertile ground for innovative pedagogy and rich course formats.In a joint 1,5 hour presentation and panel conversation, we aim to present and discuss aspects of implementing EiT in courses. We draw on the network partners' combined experience and exemplify with our courses. The workshop will evolve around, e.g., the following aspects of EiT: 1) challenges to implementing the ‘EiT’ course, 2) arguments for the course variant of EiT chosen, curriculum and pedagogies, 3) competence challenges for faculty, 4) Involvement with real-life, and 5) learning challenges and outcomes for students