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Studying intraprofessional and interprofessional learning processes initiated by an educational intervention applying a qualitative design with multimethod approach: a study protocol.
University West, Department of Health Sciences, Section for nursing - undergraduate level. (LINA LOVHH)ORCID iD: 0000-0003-2586-1619
University West, School of Business, Economics and IT. (LINA LOVHH)ORCID iD: 0000-0002-1908-4940
University West, Department of Health Sciences, Section for nursing - graduate level. (LINA LOVHH)ORCID iD: 0000-0002-2261-0112
2022 (English)In: BMJ Open, E-ISSN 2044-6055, Vol. 12, no 4, article id e058779Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
2022. Vol. 12, no 4, article id e058779
Keywords [en]
MEDICAL EDUCATION & TRAINING, PUBLIC HEALTH, QUALITATIVE RESEARCH
National Category
Nursing Public Health, Global Health, Social Medicine and Epidemiology
Research subject
Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
URN: urn:nbn:se:hv:diva-18316DOI: 10.1136/bmjopen-2021-058779ISI: 000783842400051PubMedID: 35437255Scopus ID: 2-s2.0-85128571537OAI: oai:DiVA.org:hv-18316DiVA, id: diva2:1654431
Available from: 2022-04-27 Created: 2022-04-27 Last updated: 2024-04-10
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Truong, AnhWinman, ThomasEkström-Bergström, Anette

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