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dc.contributor.authorTörnqvist, Tove
dc.contributor.authorLindh Falk, Annika
dc.contributor.authorJensen, Catrine Buck
dc.contributor.authorIversen, Anita
dc.contributor.authorTingström, Pia
dc.date.accessioned2023-11-14T09:38:53Z
dc.date.available2023-11-14T09:38:53Z
dc.date.issued2023-09-08
dc.description.abstractBackground Healthcare students must learn to collaborate across professional boundaries so they can make use of each other’s knowledge and competencies in a way that benefits the patient. One aspect of interprofessional collaboration implies negotiating what needs to be done and by whom. Research, focused on the conditions under which students perform this negotiation when they are working together during interprofessional clinical placement, needs to be further developed. The study therefore aimed to explore students’ negotiation of tasks and competencies when students are working together as an interprofessional team during clinical placement.<p> <p>Methods The study was designed as a focused ethnographic observational study. Two Nordic sites where final-year healthcare students perform clinical interprofessional education were included. Data consists of fieldnotes, together with informal conversations, group, and focus group interviews. In total, 160 h of participating observations and 3 h of interviews are included in the study. The analysis was informed by the theory on communities of practice. <p>Results Students relate to intersecting communities of practice when they negotiate what they should do to help a patient and who should do it. When the different communities of practice align, they support students in coming to an agreement. However, these communities of practice sometimes pulled the students in different directions, and negotiations were sometimes interrupted or stranded. On those occasions, observations show how the interprofessional learning practice conflicted with either clinical practice or one of the student’s professionspecific practices. Conditions that had an impact on whether or not communities of practice aligned when students negotiated these situations proved to be ‘having time to negotiate or not’, as well as ‘feeling safe or not’. <p>Conclusions Final-year healthcare students can negotiate who in the team has the competence suited for a specific task. However, they must adapt their negotiations to different communities of practice being enacted at the same time. Educators need to be attentive to this and make an effort to ensure that students benefit from these intersecting communities of practice, both when they align and when they are in conflict.en_US
dc.identifier.citationTörnqvist, Lindh Falk, Jensen, Iversen, Tingström. Are the stars aligned? Healthcare students’ conditions for negotiating tasks and competencies during interprofessional clinical placement. BMC Medical Education. 2023;23(1)en_US
dc.identifier.cristinIDFRIDAID 2189189
dc.identifier.doi10.1186/s12909-023-04636-z
dc.identifier.issn1472-6920
dc.identifier.urihttps://hdl.handle.net/10037/31755
dc.language.isoengen_US
dc.publisherBMCen_US
dc.relation.journalBMC Medical Education
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2023 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleAre the stars aligned? Healthcare students’ conditions for negotiating tasks and competencies during interprofessional clinical placementen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's license is described as Attribution 4.0 International (CC BY 4.0)