Format

Send to

Choose Destination
J Interprof Care. 2016;30(1):129-31. doi: 10.3109/13561820.2015.1066319.

Competences for enhancing interprofessional collaboration in a paediatrics setting: Enabling and hindering factors.

Author information

1
a The Department of Pediatric and Adolescent Medicine , Akershus University Hospital , Lørenskog , Norway.
2
b Department of Learning, Informatics , Management and Ethics (LIME), Karolinska Institutet , Stockholm , Sweden.

Abstract

In 2011 an interprofessional educational programme called "Pediatric systematic assessment and communication for preventing emergencies" designed to increase clinical staff's competence in treating sick children was introduced in one paediatrics department in Norway. To elicit an in-depth understanding of the perceptions of clinical staff about the programme and enact adjustments according to identified enabling and hindering factors for learning, nurses and paediatricians were invited to participate in focus group interviews. The interviews were analysed by content analysis. Enabling factors for learning included improved interprofessional collaboration and positive feedback on performance. Hindering factors included perceptions that the programme was redundant and the fact that collaborating departments, such as the surgical departments, were not familiar with the programme. Peer learning, more interprofessional learning activities, and the fostering of a learning organization were suggestions for sustained learning. Based on the results of the study we have now included collaborating departments in the programme.

KEYWORDS:

Content analysis; focus group interviews; interprofessional education; interprofessional learning; paediatrics; qualitative method

PMID:
26833113
DOI:
10.3109/13561820.2015.1066319
[Indexed for MEDLINE]

Supplemental Content

Full text links

Icon for Taylor & Francis
Loading ...
Support Center