Worldwide, educational interventions (EI) are continuously carried out to support the development of individuals and organisations. Keeping pace with rapid changes in modern workplaces requires continuous learning on the part of professionals. The same requirement applies to professionals in the sector of health and social care. Although research has begun to identify the knowledge and competence requirements of professionals within the sector, we need more knowledge about the implementation of EIs as well as their impact on professionals’ learning in this context. Accordingly, this study aimed to explore professionals’ experience with a work-integrated learning – designed EI that combined web-based lectures and structured group reflections, with a focus on learning and the learning process. Qualitative content analysis of the interview data revealed that the work-integrated learning (WIL) design had a positive impact on individual, as well as intraprofessional and interprofessional, learning. This resulted in an understanding of the fundamentals of professionals’ learning and how it was supported or disrupted during the course of the intervention. Moreover, a sense of affirmation was shown to have an impact on professionals’ learning. These findings may constitute a meaningful contribution to the development of EIs for professionals both within this context and more generally.

Introduction:

Worldwide, educational interventions are carried out continuously as an ongoing activity linked to competence provision and development of the organization. In follow-up and evaluation of the interventions, the result, i.e., the effect of the intervention, has usually been the main concern whereas the mechanism behind the operation of the intervention is often obscured. The aim of this evaluation study is to contribute knowledge to the field of intervention research regarding aspects that should be considered in designing a learning-supportive educational intervention. Such knowledge would increase the likelihood that experiences generated from the intervention are implemented in the daily undertaking.

Accordingly, knowledge within intervention research increased significantly since the field expanded rapidly in the past decade. However, critical voices have been raised regarding aspects that are often overlooked in the field and highlighted the tendency that intervention studies frequently focus on the meth ods used to test the intervention whereas the rigor of intervention development and design has not received the attention it deserves. When it comes to educational intervention, concerning the aforementioned viewpoint, the process of learning cannot be lef t out. Studying learning processes and studies in designing education to support learners´ learning process is one of the main areas of interests in Work-Integrated Learning (WIL), particularly in the matter of learning in relation to working life, where the goal is to help the learners to integrate knowledge from education into practice. From the perspective of WIL, the social dimension has a certain influential effect on learning, which should be taken into account. A key word in this dimension is interaction. 

Nationally and internationally, within health care, recurring training, intraprofessional and/or interprofessional is given aiming to improve professionals' knowledge, attitudes, confidence levels and practices in care, in addition, to enhancing the collaboration to safeguard the patient safety and the quality-of-care. In Sweden, one area that has been debated and discussed regarding competence and knowledge scarcity among professionals and urged for measures to support competence provision, is health and social care for people with intellectual disabilities. In this context, the knowledge that can be applied in development and design of effective educational intervention appears to be almost zero. We are in the opinion that this knowledge gap should be a matter of concern and an area that needs to be explored.

Methods:

Data was gathered by way of semi structured interviews. Qualitative inductive analysis was applied using qualitative content analysis of Graneheim and Lundman.Totally, 24 individual interviews were conducted with the participating professionals. With guidance of the checklist COREQ, our ambition is to make the research process in this study as transparent as possible which further increases the replicability.

Results:

By exploring pa rticipants' experiences of the different components in an intervention with regard to their learning and knowledge development, both individual and of the group, in relation to their profession, finding answers to “what works” and “how it works”. Thereby gaining understanding and knowledge that can be applied in the design of future interventions and consequently, fill the existing knowledge gap.

Ethics:

Approval was obtained from the Swedish Ethical Review Authority, Dnr 35 517 for the project as whole. In addition, a supplemental application to phase two has made and is approved, on September 21, 2021, Dnr 2021-0460.

INTRODUCTION: Interprofessional collaboration in education and practice has been highlighted as a premise for providing good care. Both the intraprofessional and interprofessional impacts have bearing on healthcare professionals' performance and learning. Likewise, from the perspective of work-integrated learning, intraprofessional and interprofessional learning play an enduring part in studies about the development of healthcare organisations and professional competence. Educational-intervention research has become significant, which may indicate challenges the healthcare, for example, the area of disabilities is confronting. Earlier studies on intraprofessional and interprofessional learning have often focused on the learning outcome, whereas the learning process remains unexplored. The learning process is complex and is normally influenced by several factors. Therefore, develop knowledge about the intraprofessional and interprofessional learning processes initiated by an educational-intervention and the factors influencing this process may contribute to educational-intervention research, which is also the aim of the forthcoming study.

METHODS AND ANALYSIS: An inductive qualitative study design with interpretivism as the epistemological stand will be applied. Professionals in healthcare services for people with intellectual disabilities in four residential settings in Sweden are included in the educational-intervention based on web-based training and structured group reflections. Intended data collections are videorecordings of group reflections and individual interviews. An ethnomethodological approach will be applied for studying the details of conversation and interaction in group reflections. The interviews will be analysed using qualitative content analysis to gain participants' viewpoints of the intervention.

ETHICS AND DISSEMINATION: Approval was obtained from the Swedish Ethical Review Authority, Dnr 35 517. In Addition, a supplemental application to the extended part of the intervention in the forthcoming study has been submitted and approval was received on 21 September 2021. Ethical principles following the Declaration of Helsinki will be strictly followed.

TRIAL REGISTRATION NUMBER: NCT03390868; Post-results.

Since the 1970s, the government in Sweden has developed many activities aimed at facilitating immigrants’ integration processes and their sense of belonging; one such activity that emerged in the 2010s is civic orientation. This activity is characterized by a high degree of standardization of both processes and content. The intention is for local activities and participants to adjust to general levels and standards. But even though standards can be seen as a solution for a set of problems, one must consider that standards do not perform any tasks by themselves; their functions depend on organizational routines, resources available, and staff members’ use of the standards. Therefore, one must consider how integration workers handle standards and how they bridge standards of routines and procedures with participants, immigrants, responses, and needs. The interest in this study concerns how such a dilemma intervenes at the local level and what it means for professional knowledge and autonomy. This study takes place at an integration unit in Sweden where integration workers meet in workshops to interpret standards and find ways to adapt them to local needs. The results show how cultural and pedagogical awareness form the basis for professional knowledge and how this also creates a space for action but also how standards form a structure through which expectations and demands are understood and form arguments and interaction patterns.

The development of information technology has urged the enhancement of other fields. Education is not an exception, especially higher education. Accordingly, learning management systems (LMSs) emerged as collaborative and intelligent systems which support learners and educators. This study is performed at a university in Sweden. The university faced to the challenge which was the diverse flora of different IT systems combined with the old learning platform being perceived as outdated. For this reason, Canvas was chosen as the new LMS at the university. Thus, the study aims to discover how the university implemented Canvas in the organization to resolve the obstacle. With the Canvas implementation process, this research exposes the decision-changing process about LMS to draw a holistic picture for the implementation process with the detailed activities, the involved stakeholders, and the stages lasting from 2016 to 2018. The study is based on interviews with four people including decision makers and other stakeholders who have been in charge of the implementation and documents. The interviews are conducted after six months as of the implementation completion. To reveal the implementation process in an intelligible insight, we also demonstrate the expectations of the university on Canvas before the implementation to figure out how Canvas helps to deal with the previous difficulties. Additionally, we investigate on what basic assumptions the design of the implementation was based, list the involved stakeholders with their commissions in the process, and inspect the ways they implemented and accomplished Canvas within the organization. The outcomes of the study manifest what have been done so far and what are needed to be done in the future, so the decision makers have deeper insights of the entire process, whereby they are able to make superior decisions of the improvement. The co-workers, on the other hand, have invaluable knowledge of the organization in which the decisions are to be implemented, as a result, the co-workers ameliorate how a decision should be implemented to produce the best performance. The synthesis perspective addresses the possibility of merging the perspectives of top-down and bottom-up. The study is viewed as a bullet trajectory to exhort researchers within this field to generate more innovations of intelligent systems in general and LMS in specific. Additionally, the research fosters universities or academies which have not applied LMS to their organizations to implement LMS with the purpose of learning process and education quality enhancement.