Professional Responsibility as conflict: Practices that 'matter': Socio-material enactments of health care students’ professional responsibilities in an interprofessional training ward
2012 (English)In: “Professions and Professional Learning in Troubling Times: Emerging Practices and Transgressive KnowledgesUNIVERSITY OF STIRLING, UK Wednesday 9thMay – Friday 11th May 2012, 2012, 68-70 p.Conference paper, Abstract (Other academic)
In this paper, the context for discussing socio-material arrangements for professional practice andresponsibilities is a student-led interprofessional training ward in health care. These realistic hospitaltraining wards have been implemented in response to the ongoing debate about the need of collaborationin order to increase quality and safety for patients in the health care system. In Linköping, medicalstudents, nursing students, physiotherapy and occupational therapy students work together in the trainingwards during a two week period, taking a joint responsibility for the total care of the patient, as well as forcontributing their own professional perspective.A survey evaluation shows an overall positive attitude and perception among the students regarding thepossibility to collaborate and how they have developed the understanding of their own professional roleas well as other professional roles – but medical students rate a number of factors significantly lower thanother students. A qualitative analysis of the open answers, focusing on socio-material aspects give adifferentiated picture of how the arrangements of the training ward produce i) produce enactments ofdifferent kinds of professional responsibilities ii) deal with the ‘unexpected’ -conflicting understandings inthe enactment of caring work iii) proximity opens for negotiations and boundary work. In the paper, wediscuss how the material arrangements create a clash between the ‘expected’ professionalresponsibilities and the ‘unexpected’ responsibilities of caring work and we problematize the implicationsfor professional learning within the framework of health care education.
Place, publisher, year, edition, pages
2012. 68-70 p.
IdentifiersURN: urn:nbn:se:liu:diva-78159OAI: oai:DiVA.org:liu-78159DiVA: diva2:531544
THE FIRST INTERNATIONAL ProPEL CONFERENCE 2012