| 1. |
- Conte, Helen, et al.
(författare)
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Developing new possibilities for interprofessional learning : Students' experience of learning together in the ambulance service
- 2022
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Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 22:1
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: It is known that setting and context matters, and contextual factors influence interprofessional education (IPE). Activities developed in a new setting should therefore be evaluated to determine students' experiences and learning. IPE in the ambulance service may present a new setting for interprofessional learning (IPL).AIM: The aim of this study was to explore undergraduate students' experiences of collaboration and learning together during their clinical rotation in the ambulance service.STUDY DESIGN AND METHOD: A mixed convergent parallel design was used to describe nursing and medical students' experiences of collaboration and learning together during their clinical rotation in the ambulance service during autumn 2019. Two group interviews with nursing students (n = 20; response rate 80%) were conducted and the medical students (n = 40; response rate 72.5%) answered a self-assessment questionnaire regarding their IPE. The group discussions were analysed using an inductive thematic analysis and descriptive statistics were used to describe the medical students' self-assessed experiences and competencies in interprofessional collaboration.RESULTS: In the context of the ambulance service, some of the challenges included, the team vary daily, a context that can be unpredictable, and the team being required to make decisions in various situations with limited support. The context presented good opportunities to learn together, since they faced a broad variety of situations and had opportunities to follow patients through the chain of care.CONCLUSION: The students' experiences show that the ambulance service offers possibilities for IPL. The ambulance service enhanced the students' learning in an unfamiliar environment, encouraging them to develop collaborative learning strategies and situational leadership regardless of established hierarchical structures and stereotypes that are sometimes present in other parts of the health care service.ETHICAL APPROVAL: By the Swedish Ethical Review Authority. No: 2019-03595.
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| 2. |
- Conte, Helen, et al.
(författare)
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Exploring teams of learners becoming WE in the Intensive Care Unit - a focused ethnographic study
- 2015
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Ingår i: BMC Medical Education. - : Springer Science and Business Media LLC. - 1472-6920. ; 15
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Tidskriftsartikel (refereegranskat)abstract
- Background: Research about collaboration within teams of learners in intensive care is sparse, as is research on how the learners in a group develop into a team. The aim of this study was to explore the collaboration in teams of learners during a rotation in an interprofessional education unit in intensive care from a sociocultural learning perspective. Methods: Focused Ethnographic methods were used to collect data following eight teams of learners in 2009 and 2010. Each team consisted of one resident, one specialist nurse student and their supervisors (n = 28). The material consisted of 100 hours of observations, interviews, and four hours of sound recordings. A qualitative analysis explored changing patterns of interplay through a constant comparative approach. Results: The learners' collaboration progressed along a pattern of participation common to all eight groups with a chronological starting point and an end point. The progress consisted of three main steps where the learners' groups developed into teams during a week's training. The supervisors' guided the progress by gradually stepping back to provide latitude for critical reflection and action. Conclusion: Our main conclusion in training teams of learners how to collaborate in the intensive care is the crucial understanding of how to guide them to act like a team, feel like a team and having the authority to act as a team.
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| 3. |
- Conte, Helen, et al.
(författare)
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Facilitating interprofessional learning: experiences of using a digital activity for training handover of critically ill patients between a primary health care centre and ambulance services : A qualitative study
- 2024
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Ingår i: BMJ Open. - 2044-6055. ; 14:6
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: To explore students' and facilitators' experiences of using a developed digital activity for interprofessional learning (IPL) focusing on critically ill patient handovers from a primary healthcare (PHC) centre to the ambulance service.DESIGN: A qualitative study design was employed, and the reporting of this study adheres to the Consolidated criteria for Reporting Qualitative research guidelines for qualitative studies.SETTING: A PHC centre and the ambulance service in Stockholm, Sweden.PARTICIPANTS: A total of 31 participants were included in the study: 22 students from five different healthcare professions, seven facilitators and two observers.INTERVENTION: A digital IPL activity was developed to overcome geographical distances, and the scenario included the handover of a critically ill patient from personnel within the PHC centre to the ambulance service personnel for transport to an emergency department. Four digital IPL activities were conducted in 2021.RESULTS: The digital IPL activity eliminated the issue of geographical distance for students and facilitators, and it enabled the students to find an interprofessional model for collaboration through reasoning, by communicating and sharing knowledge with the support of a common structure. Participants perceived the digital IPL activity and scenario as authentic, feasible and facilitated IPL. Using a case with an acute and life-threatening condition was a success factor for students to experience high realism in their IPL on patient safety, handover, care and treatment.CONCLUSION: The developed digital IPL activity facilitated the students' IPL and demonstrated potential sustainability as the digital approach supported overcoming geographical distances for both students and facilitators. By using a scenario involving an authentic case focusing on handovers of a critically ill patient, IPL, feasibility and acceptability were supported. However, it is crucial to emphasise that a comprehensive evaluation, both quantitative and qualitative, over an extended period of clinical rotations and involving a larger group of students is still warranted to ensure continuous improvement and development.
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| 4. |
- Conte, Helen, et al.
(författare)
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Get it together : Issues that facilitate collaboration in teams of learners in intensive care
- 2016
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Ingår i: Medical teacher. - 0142-159X .- 1466-187X. ; 38:5, s. 491-497
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: The study describes issues that facilitate collaboration in teams of learners in an interprofessional education unit in intensive care.Methods: A descriptive qualitative study design was applied using semi-structured interviews based on the critical incident technique and qualitative content analysis. Nineteen participants, eight learners in their specialist training, nine supervisors and two head supervisors in Sweden identified 47 incidents.Result: Teams of learners having control was the core issue. Motivation, time, experiences and reflection were central issues for facilitating collaboration.Conclusion: Efficiently training teams how to collaborate requires learners having control while acting on their common understanding and supervisors taking a facilitating role supporting teams to take control of their critical analysis.
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| 5. |
- Conte, Helen
(författare)
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Interprofessional collaboration in the ICU : facilitating progress in teams of learners
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Background: Looking across research on health care education, few studies have explored processes of collaboration in interprofessional teams of participants at an interprofessional training unit (ITU) in intensive care. In particular, little is known about the active and evolving interplay between supervisors guiding groups and the learners’ progress in becoming a team in their collaborative work in patient care. The aim: Is to contribute to the understanding of the collaborative interplay in teams of learners and facilitative actions of supervisors in interprofessional activities at an ITU in intensive care. The inquiry targets the progress of residents and specialist nursing students’ participation in their collaborative interplay and the supervisors’ strategies to facilitate the team of learners to gain control in their interplay. Methods: The thesis draws on qualitative data. Study I: Was a focused ethnographic study which aimed at exploring the collaboration in teams of learners during a rotation in an interprofessional education unit in intensive care from a sociocultural learning perspective. The interplay of eight teams of learners and supervisors (n=28) was explored and 100 hours of ethnographic observations, informal interviews, reflective sessions were analyzed through a constant comparative approach. Study II: A semi-structured interview study which described issues that facilitate collaboration in teams of learners at the same IPE unit. 19 participants were interviewed and the interview transcripts were subjected to a qualitative content analysis. Study III: Investigated support-seeking interplay in teams of learners during rounds. Observations, informal and semi-structured interviews, sound recordings of reflective sessions were reanalyzed and unused sound recordings of rounds were added. A framework approach was used to analyze material capturing the interplay among 46 participants. Study IV: Used the same material and method of analysis as study III to describe supervisors’ strategies for facilitating learners’ control in their collaborative interplay during interprofessional rounds at an ITU in intensive. Results: The results capture diverse aspects of the learners’ collaborative interplay and the supervisors’ facilitative actions. Study I: Suggests that the learners’ collaboration progress in three main steps during the week. In particular, learners´ progress from groups of individuals to becoming teams and the supervisors guide the work of these teams, gradually step back as the teams take control of the clinical work. Study II: The team of learners being in control is at the core and motivation, time, experiences and reflection are critical issues for facilitating collaboration. Study III: Revealed important variations in the learners’ support seeking interplay during the round. In successful situations they explore, analyze, fill the interprofessional gaps by seeking confirmation, information and expertise and move on together as a team. Study IV: The supervisors’ strategies develop from being present and gradually understanding the challenges that the learners face in their interplay. Losing control forms a natural part of the process of becoming a team and supervisors encourage, confirm and challenge the learners to regain interprofessional control and move on together. Conclusions: Learning and training how to collaborate successfully in intensive care involves a facilitated progress where more research is needed on suggested development and the long term benefits of training together in IPE settings.
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| 6. |
- Englid, Marianne Birke, et al.
(författare)
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Perioperative Comfort and Discomfort : Transitioning From Epidural to Oral Pain Treatment After Pancreas Surgery
- 2023
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Ingår i: Journal of Perianesthesia Nursing. - : Elsevier. - 1089-9472 .- 1532-8473. ; 38:3, s. 414-420.e1
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Tidskriftsartikel (refereegranskat)abstract
- PURPOSE: To explore patients' experiences of pain treatment in the perioperative period after surgery for pancreatic cancer.DESIGN: A qualitative descriptive design using semi-structured interviews.METHODS: This study was a qualitative study based on 12 interviews. Participants were patients that had undergone surgery for pancreatic cancer. The interviews were conducted 1 to 2 days after the epidural was turned off, in a surgical department in Sweden. The interviews were analysed with qualitative content analysis. The Standard for Reporting Qualitative Research checklist was used for reporting the qualitative research study.FINDINGS: The analysis of the transcribed interviews, generated one theme: Maintaining a sense of control in the perioperative phase, and two subthemes: (i) Sense of vulnerability and safety, and (ii) Sense of comfort and discomfort, were found.CONCLUSIONS: The participants experienced comfort after pancreas surgery if they maintained a sense of control in the perioperative phase and when the epidural pain treatment provided pain relief without any side effects. The transition from epidural pain treatment to oral pain treatment with opioid tablets was experienced individually, from an almost unnoticed transition to the experience of severe pain, nausea, and fatigue. The sense of vulnerability and safety among the participants were affected by nursing care relationship and the environment on the ward.
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| 7. |
- Hörberg, Anna, et al.
(författare)
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Challenging encounters as experienced by registered nurses new to the emergency medical service : explored by using the theory of communities of practice
- 2019
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Ingår i: Advances in Health Sciences Education. - : Springer Science and Business Media LLC. - 1382-4996 .- 1573-1677. ; 24:2, s. 233-249
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore challenging encounters experienced by registered nurses (RN) during their first year in the emergency medical service by using the social learning theory of communities of practice. During the first year in a new professional practice, a new RN experiences a transition during which the new professional identity is being formed. This is a challenging and demanding period of time. According to the learning theory of communities of practice by Lave and Wenger, individuals' learning and development in a new professional practice occurs through participation in social activity and is influenced by context. This study is based on the qualitative data from semi-structured interviews. Thirty-two RNs working in the Swedish emergency medical service were interviewed via telephone during the spring of 2017. A qualitative content analysis with deductive reasoning of the interviews was used. The analysis process generated the main category; New RNs participation is challenged by unpredictability and uncertainty in practice. The main category was based on three generic categories; Loneliness in an unpredictable context, Uncertainty about the team, and Uncertainty in action. The challenges new RNs encounter during the first year relate to all three dimensions of a community of practice; mutual engagement, joint enterprise and shared repertoire. The encountered challenges also relate to the EMS context. Taking into account all these aspects when designing support models for RN's professional development may be advantageous for creating positive development for RNs new to the EMS and/or similar practices.
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