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One site fits all? A student ward as a learning practice for interprofessional development
Linköping University, Department of Social and Welfare Studies, Division of Health, Activity and Care. Linköping University, Faculty of Health Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Clinical and Experimental Medicine, Division of Clinical Sciences. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Center of Paediatrics and Gynaecology and Obstetrics, Department of Gynaecology and Obstetrics in Linköping.
University of Technology Sydney, Australia .
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2013 (English)In: Journal of Interprofessional Care, ISSN 1356-1820, E-ISSN 1469-9567, Vol. 27, no 6, 476-481 p.Article in journal (Refereed) Published
Abstract [en]

Interprofessional training wards (IPTWs), aiming to enhance interprofessional collaboration, have been implemented in medical education and evaluated over the last decade. The Faculty of Health Sciences, Linkoping University has, in collaboration with the local health provider, arranged such training wards since 1996, involving students from the medical, nursing, physiotherapy, and occupational therapy programs. Working together across professional boundaries is seen as a necessity in the future to achieve sustainable and safe healthcare. Therefore, educators need to arrange learning contexts which enhance students interprofessional learning. This article shows aspects of how the arrangement of an IPTW can influence the students collaboration and learning. Data from open-ended questions from a questionnaire survey, during autumn term 2010 and spring term 2011 at an IPTW, was analyzed qualitatively using a theoretical framework of practice theory. The theoretical lens gave a picture of how architectures of the IPTW create a clash between the "expected" professional responsibilities and the "unexpected" responsibilities of caring work. Also revealed was how the proximity between students opens up contexts for negotiations and boundary work. The value of using a theoretical framework of professional learning in practice within the frames of healthcare education is discussed.

Place, publisher, year, edition, pages
Informa Healthcare , 2013. Vol. 27, no 6, 476-481 p.
Keyword [en]
Collaboration, interprofessional education, interprofessional training ward, practice theory, professional boundaries, qualitative method
National Category
Medical and Health Sciences
URN: urn:nbn:se:liu:diva-102721DOI: 10.3109/13561820.2013.807224ISI: 000327284700006OAI: diva2:681162
Available from: 2013-12-19 Created: 2013-12-19 Last updated: 2013-12-19

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Lindh Falk, AnnikaHult, HåkanHammar, MatsAbrandt Dahlgren, Madeleine
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Division of Health, Activity and CareFaculty of Health SciencesEducation and Adult LearningFaculty of Educational SciencesDivision of Clinical SciencesDepartment of Gynaecology and Obstetrics in LinköpingDivision of Community Medicine
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Journal of Interprofessional Care
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