Implementation of interprofessional learning in hospital practice.
Bente Kvilhaugsvik, Synnøve Hofseth Almås
PMID 36334054WHAT IT FOUND
Nursing students in rural hospital wards described interprofessional learning as uneven.
Shadowing professionals was seen as useful, but workload, cancelled meetings and poor coordination were barriers.
Key findings
01Opportunities for interprofessional learning varied by ward, and rehabilitation and stroke units were described as more collaborative than other wards.
02Students described shadowing professionals and discussing what they saw as a way to understand how different professions contributed to patient care.
03Students said time pressure left little opportunity to be with other professions.
STILL TO COME
How it was doneWhat they foundWhat it means for PTs
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What it does not show
The study used a small qualitative sample from rural Norway, so its themes may not transfer to other settings. It reports perceptions and descriptions, not measured effects on interprofessional competence, patient care or patient outcomes. The informational letter was not compared with another approach, so its contribution cannot be separated from ward organisation, supervisors, teachers or existing teams. Participants were nursing students, teachers and supervisors; other professions were discussed but not studied directly.
Declared interests
The project received no funding, and the authors declared no conflicts of interest.
The easy way to misread this
Do not read the informational letter as proven to improve interprofessional competence or patient care. This qualitative study reports perceptions from a small group of nursing students, supervisors and teachers, not measured outcomes.