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Socio-material enactments of health care students’ professional responsibilities in an interprofessional training ward
Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
2012 (English)Conference paper, Poster (Other academic)
Abstract [en]

The implementation of interprofessional training wards (IPTW) aiming at enhancing interprofessional collaboration has proliferated in medical education over the last decade. The Faculty of Health Sciences, Linköping University has, in collaboration with the local health provider, arranged such wards since 1996. Students from medical, nursing, occupational therapy and physiotherapy programmes take a joint responsibility for the total care of the patients and thereby develop a greater understanding of their professional and interprofessional competences as well as of the competences of the other professions. A questionnaire survey was conducted during autumn term 2010 and spring term 2011 where 93% of the students participating at the IPTW answered. The quantitative analysis showed an overall positive attitude and perception among the students regarding the possibility to collaborate and how they have developed the understanding of their own professional role as well as others. The qualitative analysis of the open answers focusing on socio-material aspects gave a differentiated picture between the student groups of how the arrangements of the training ward produce i) enactments of “expected” professional responsibilities ii) situations dealing with the “unexpected” - conflicting understandings in the enactment of caring work and iii) proximity, which creates opportunities for negotiations and boundary work. Although students were positive the material arrangements of the training ward create a clash between the ‘expected’ and the ‘unexpected’ responsibilities. Practice theory can highlight the importance of the way in which socio-material arrangements are set up in different ways to allow the development of collaborative practice. It can also challenge us as educators to design creative learning environments for interprofessional education. To look upon professional education as a practice instead of an education preparing for practice, can help us view the importance of the arrangement of professional learning and how practice hangs together in terms of practical understanding, rules and professional traditions.

Place, publisher, year, edition, pages
2012. 306- p.
National Category
Educational Sciences
URN: urn:nbn:se:liu:diva-86722OAI: diva2:580784
All Together Better Health VI (ATBH VI), Exploring new horizons: Diversity and Quality in Interprofessional Education and Collaborative Practice, 5-8 October 2012, Kobe, Japan
Available from: 2012-12-27 Created: 2012-12-27 Last updated: 2014-06-11

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Lindh Falk, Annika
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Division of Health, Activity and CareFaculty of Health Sciences
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