Preparing Students for Interprofessional Collaboration: A Grounded Theory Study

2.50
Hdl Handle:
http://hdl.handle.net/10755/621514
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Preparing Students for Interprofessional Collaboration: A Grounded Theory Study
Other Titles:
Nursing Student Interprofessional Collaboration
Author(s):
Bianchi, Monica; Bagnasco, Annamaria; Aleo, Giuseppe; Sasso, Loredana
Lead Author STTI Affiliation:
Non-member
Author Details:
Monica Bianchi, PhD, EMBA, MSc, RN, Professional Experience: From 01.02.2015 – Today Lecturer- Researcher Department of business economics health and social care University of applied sciences and arts of southern Switzerland From 09.2008 to 01.2015 Nursing Officer - Oncology institute of southern switzerland (IOSI) - Ente ospedaliero cantonale (EOC) Bellinzona, Switzerland From 01.2007 to 08.2008 Nursing Officer European Institute of Oncology, Milano, Italy From 01.2000 to 12.2006 Assistant Nursing Officer European Institute of Oncology, Milano, Italy From 07.1996 to 12.1999 Training assistant and tutor for nursing bachelor Ospedale di circolo e fondazione macchi - Università dell’Insubria, Varese, Italy From 01.1991 to 06.1996 Operating Theatre nurse and head nurse Ospedale di circolo fondazione macchi - Università dell’Insubria, Varese, Italy From 07.1987 to 12.1990 Cardiosurgery nurse Ospedale di circolo e fondazione macchi - Università dell’Insubria, Varese, Italy Author Summary: Monica is lecturer-researcher and teaches Health Management and Leadership at the University of Applied Sciences and Arts of Southern Switzerland. She participates in national and international nursing research projects; she is doing a feasibility study to insert the MSc in Nursing in the Southern Switzerland. Until 2015 she was the Nurse Director, Member of General Direction, in an Oncology Institute. She discussed her PhD thesis about the Interprofessional Education and Collaboration on 7th April.
Abstract:

Purpose:  Explore and understand the process of preparation to the IPC put in place by clinical tutors and students, of the various professions involved in experiences of IPE, in order to encourage the recruitment of the professional role and to become a member of a team.

 

Methods:  To answer to the question "What processes are used by students and clinical mentors to develop interprofessional collaboration?" it has been used a constructivist grounded theory approach.. This approach has enabled the researcher to enter into the research setting, to observe it from the inside, to collect the data that were analyzed to define a theoretical explaination of the process studied.

 

In a university of applied sciences and arts of outhern Switzerland, ten students of the bachelors in nursing, physiotherapy, occupational therapy and the clinical tutors who followed them in the last stage of the bachelor course (sixth semester) were involved in the study. In the participants' selection, we have respected the criteria of theoretical sampling. This, in proceeding, allowed us to develop and confirm the characteristics of the emerging categories. The data collection process took place in a first step through semi- structered interviews with participants and university documentation consultation; in the second phase through focused interviews, participant observations and consultation of documentation produced by the participants. The total number of interviews, initially estimated in a total of 21, was 17 in the first phase and 6 in the second (total 23); the two additional interviews have been inserted in order to reach the theoretical saturation.The participating observations conducted were 3 for a total of 13 hours. The analysis was conducted through a coding process: initial, focused and theoretical (Charmaz 2014). Data were analyzed and coded using constant comparative analysis and the sofware Nvivo 10 In the initial coding 35 nodes were derived; During focused analysis they were groupped in 15 categories and 55 sub-categories; in the theoretical analysis they were defined 8 categories.

 

Results: A substantive theory "Practicing contextual models of interprofessional care" was generated. It explains how the whole process is played, the interaction between tutor and student and how they proceed together to the creation of models of interprofessional care, linked to the context in which they find themselves in, and to patients / families who are part of it. These models of care will be applied at the end of the whole process by the new professional (who was a student at the beginning of the path). The theory has been described as a journey: to think of this process as a journey and as students and tutor as companions of this trip helps to understand the intensity of relationships, communication and exchanges that the two travellers live through and build together. The relationship between student and tutor is the innovative aspect of this theory. This relationship, which develops between student and tutor and that consolidates and transforms, is structured differently from dyad to dyad but has constant support through the different types of communication (verbal and nonverbal) and through different modes of structuring (individualized) is the core around which it develops and is expressed throughout the process.

 

 Conclusion:  This theory allows us to understand the complex process engaged by students and tutors in order to build the student's professional identity and to prepare him for the collaboration with other professionals. The fundamental concepts that derived concern: the way in which the professional identity is built and the role of the student in the team, the relationship that, throughout the process, develops and consolidates between student and tutor, the relationship with patients and families as well as with other professionals; all concepts that are integrated for building models of interprofessional care in that specific context.

Keywords:
Interprofessional Collaboration; Process of Preparation; Student
Repository Posting Date:
16-Jun-2017
Date of Publication:
16-Jun-2017
Other Identifiers:
INRC17E11
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titlePreparing Students for Interprofessional Collaboration: A Grounded Theory Studyen_US
dc.title.alternativeNursing Student Interprofessional Collaborationen
dc.contributor.authorBianchi, Monicaen
dc.contributor.authorBagnasco, Annamariaen
dc.contributor.authorAleo, Giuseppeen
dc.contributor.authorSasso, Loredanaen
dc.contributor.departmentNon-memberen
dc.author.detailsMonica Bianchi, PhD, EMBA, MSc, RN, Professional Experience: From 01.02.2015 – Today Lecturer- Researcher Department of business economics health and social care University of applied sciences and arts of southern Switzerland From 09.2008 to 01.2015 Nursing Officer - Oncology institute of southern switzerland (IOSI) - Ente ospedaliero cantonale (EOC) Bellinzona, Switzerland From 01.2007 to 08.2008 Nursing Officer European Institute of Oncology, Milano, Italy From 01.2000 to 12.2006 Assistant Nursing Officer European Institute of Oncology, Milano, Italy From 07.1996 to 12.1999 Training assistant and tutor for nursing bachelor Ospedale di circolo e fondazione macchi - Università dell’Insubria, Varese, Italy From 01.1991 to 06.1996 Operating Theatre nurse and head nurse Ospedale di circolo fondazione macchi - Università dell’Insubria, Varese, Italy From 07.1987 to 12.1990 Cardiosurgery nurse Ospedale di circolo e fondazione macchi - Università dell’Insubria, Varese, Italy Author Summary: Monica is lecturer-researcher and teaches Health Management and Leadership at the University of Applied Sciences and Arts of Southern Switzerland. She participates in national and international nursing research projects; she is doing a feasibility study to insert the MSc in Nursing in the Southern Switzerland. Until 2015 she was the Nurse Director, Member of General Direction, in an Oncology Institute. She discussed her PhD thesis about the Interprofessional Education and Collaboration on 7th April.en
dc.identifier.urihttp://hdl.handle.net/10755/621514-
dc.description.abstract<p><strong>Purpose: </strong> Explore and understand the process of preparation to the IPC put in place by clinical tutors and students, of the various professions involved in experiences of IPE, in order to encourage the recruitment of the professional role and to become a member of a team.</p> <p> </p> <p><strong>Methods: </strong> To answer to the question "What processes are used by students and clinical mentors to develop interprofessional collaboration?" it has been used a constructivist grounded theory approach.. This approach has enabled the researcher to enter into the research setting, to observe it from the inside, to collect the data that were analyzed to define a theoretical explaination of the process studied.</p> <p> </p> <p>In a<strong> </strong>university of applied sciences and arts of outhern Switzerland, ten students of the bachelors in nursing, physiotherapy, occupational therapy and the clinical tutors who followed them in the last stage of the bachelor course (sixth semester) were involved in the study. In the participants' selection, we have respected the criteria of theoretical sampling. This, in proceeding, allowed us to develop and confirm the characteristics of the emerging categories. The data collection process took place in a first step through semi- structered interviews with participants and university documentation consultation; in the second phase through focused interviews, participant observations and consultation of documentation produced by the participants. The total number of interviews, initially estimated in a total of 21, was 17 in the first phase and 6 in the second (total 23); the two additional interviews have been inserted in order to reach the theoretical saturation.The participating observations conducted were 3 for a total of 13 hours. The analysis was conducted through a coding process: initial, focused and theoretical (Charmaz 2014). Data were analyzed and coded using constant comparative analysis and the sofware Nvivo 10 In the initial coding 35 nodes were derived; During focused analysis they were groupped in 15 categories and 55 sub-categories; in the theoretical analysis they were defined 8 categories.</p> <p> </p> <p><strong>Results: </strong>A substantive theory "Practicing contextual models of interprofessional care" was generated. It explains how the whole process is played, the interaction between tutor and student and how they proceed together to the creation of models of interprofessional care, linked to the context in which they find themselves in, and to patients / families who are part of it. These models of care will be applied at the end of the whole process by the new professional (who was a student at the beginning of the path). The theory has been described as a journey: to think of this process as a journey and as students and tutor as companions of this trip helps to understand the intensity of relationships, communication and exchanges that the two travellers live through and build together. The relationship between student and tutor is the innovative aspect of this theory. This relationship, which develops between student and tutor and that consolidates and transforms, is structured differently from dyad to dyad but has constant support through the different types of communication (verbal and nonverbal) and through different modes of structuring (individualized) is the core around which it develops and is expressed throughout the process.</p> <p> </p> <p> <strong>Conclusion: </strong> This theory allows us to understand the complex process engaged by students and tutors in order to build the student's professional identity and to prepare him for the collaboration with other professionals. The fundamental concepts that derived concern: the way in which the professional identity is built and the role of the student in the team, the relationship that, throughout the process, develops and consolidates between student and tutor, the relationship with patients and families as well as with other professionals; all concepts that are integrated for building models of interprofessional care in that specific context.</p>en
dc.subjectInterprofessional Collaborationen
dc.subjectProcess of Preparationen
dc.subjectStudenten
dc.date.available2017-06-16T20:44:22Z-
dc.date.issued2017-06-16-
dc.date.accessioned2017-06-16T20:44:22Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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