Discovering new perspectives - strengthening autonomy : students from different healthcare professions interact with patients and provide care in a self-determined and interprofessional manner

Wirth, Alexandra; Berger, Fabian; Ulrich, Gert; Kaap-Fröhlich, Sylvia

doi:10.3205/zma001560

Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-27314

Publication type:	Article in scientific journal
Type of review:	Peer review (publication)
Title:	Discovering new perspectives - strengthening autonomy : students from different healthcare professions interact with patients and provide care in a self-determined and interprofessional manner
Authors:	Wirth, Alexandra Berger, Fabian Ulrich, Gert Kaap-Fröhlich, Sylvia
et. al:	No
DOI:	10.3205/zma001560 10.21256/zhaw-27314
Published in:	GMS Journal for Medical Education
Volume(Issue):	39
Issue:	4
Page(s):	Doc39
Issue Date:	2022
Publisher / Ed. Institution:	German Medical Science
ISSN:	2366-5017
Language:	English
Subjects:	Caregiver; Interprofessional education; Interprofessional relation; Patient education as a topic; Patient participation; Professional health education; Humans; Interprofessional relation; Attitude of health personnel; Student, health occupation; Student, nursing; Student, medical; Pflegepersonal; Interprofessionalität; Gesundheitswesen
Subject (DDC):	610: Medicine and health
Abstract:	English - German below: The Careum Summer School (CSS) is a learning setting that enables self-regulated learning in an environment in which trainees and students from the various medical, nursing and therapeutic healthcare professions taught in the Swiss education system (upper secondary and tertiary levels A and B) develop project ideas together with patients and their caregivers. The aim of this learning setting is to promote a positive attitude among trainees and students towards interprofessional collaboration that includes patients as cooperation partners. Objective: The evaluation examines the extent to which trainees' and students' attitudes towards interprofessional collaboration changed. Information was also obtained on the experiences patients and their caregivers had during their participation in the CSS programme. Methodology: A total of 69 trainees and students were given access to an online survey in the form of the German version of the University of the West of England Interprofessional Questionnaire (UWE-IP) one week before the CSS programme began and six weeks after it concluded. Problem-focused interviews were also conducted with 11 patients and their caregivers. Results: The attitudes of the trainees and students in the UWE-IP Interprofessional Learning Scale improved significantly after the CSS programme was conducted (median t1=22.0/t2=16.0). The effect size was r=0.839 (Wilcoxon test for dependent samples). No significant results could be identified for the other three UWE-IP scales. Patients and their caregivers reported that they were able to actively participate in the CSS programme and felt valued and appreciated. Conclusion: The CSS offered a learning environment in which all participants were able to exchange knowledge and information in an interprofessional manner and work collaboratively on the development of a project idea - for example an interprofessional competency passport with a spider diagram. *** Deutsch: Die Careum Summer School (CSS) ist ein Lernsetting, welches selbstgesteuertes Lernen ermöglicht und in dem Lernende und Studierende aus medizinischen, pflegerischen und therapeutischen Gesundheitsberufen des Schweizer Bildungssystems (Sekundarstufe II, Tertiär A und B) in Zusammenarbeit mit Patientinnen und Angehörigen Projektideen entwickeln. Das Lernsetting hat zum Ziel, die Einstellung der Lernenden und Studierenden gegenüber interprofessioneller Zusammenarbeit unter Einbezug von Patientinnen und Angehörigen zu fördern. Zielsetzung: Die Evaluation prüft, inwiefern sich die Einstellung gegenüber der interprofessionellen Zusammenarbeit bei Lernenden und Studierenden ändert. Zudem wurde erhoben, wie Patientinnen und Angehörige die Teilnahme an der CSS erlebten. Methodik: Neunundsechzig Lernende und Studierende bekamen eine Woche vor und sechs Wochen nach der Durchführung der CSS einen Online-Fragebogen mit der deutschen Version des University of the West of England Interprofessional Questionnaire (UWE-IP). Mit elf Patientinnen und Angehörigen wurden problemzentrierte Interviews geführt. Ergebnisse: Die Einstellung der Lernenden und Studierenden in der UWE-IP Skala „Interprofessionellem Lernen“ verbesserte sich signifikant nach der Durchführung der CSS (Median t1=22.0/t2=16.0). Die Effektstärke liegt bei r=0.839 (Wilcoxon-Test für abhängige Stichprobe). Für die anderen drei UWE-IP Skalen waren keine signifikanten Ergebnisse feststellbar. Patient*innen und Angehörigen berichteten, dass sie sich aktiv einbringen konnten und sich wertgeschätzt fühlten. Schlussfolgerung: Die CSS bietet einen Lernraum, in dem sich alle Beteiligten interprofessionell austauschen konnten und kollaborativ eine gemeinsame Projektidee, wie beispielsweise einen interprofessionellen Kompetenzpass mit Spider Diagramm, entwickeln konnten.
Further description:	Text auf Deutsch und Englisch
URI:	https://digitalcollection.zhaw.ch/handle/11475/27314
Fulltext version:	Published version
License (according to publishing contract):	CC BY 4.0: Attribution 4.0 International
Departement:	Life Sciences and Facility Management
Organisational Unit:	Institute of Chemistry and Biotechnology (ICBT)
Appears in collections:	Publikationen Life Sciences und Facility Management

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Wirth, A., Berger, F., Ulrich, G., & Kaap-Fröhlich, S. (2022). Discovering new perspectives - strengthening autonomy : students from different healthcare professions interact with patients and provide care in a self-determined and interprofessional manner. GMS Journal for Medical Education, 39(4), Doc39. https://doi.org/10.3205/zma001560

Wirth, A. et al. (2022) ‘Discovering new perspectives - strengthening autonomy : students from different healthcare professions interact with patients and provide care in a self-determined and interprofessional manner’, GMS Journal for Medical Education, 39(4), p. Doc39. Available at: https://doi.org/10.3205/zma001560.

A. Wirth, F. Berger, G. Ulrich, and S. Kaap-Fröhlich, “Discovering new perspectives - strengthening autonomy : students from different healthcare professions interact with patients and provide care in a self-determined and interprofessional manner,” GMS Journal for Medical Education, vol. 39, no. 4, p. Doc39, 2022, doi: 10.3205/zma001560.

WIRTH, Alexandra, Fabian BERGER, Gert ULRICH und Sylvia KAAP-FRÖHLICH, 2022. Discovering new perspectives - strengthening autonomy : students from different healthcare professions interact with patients and provide care in a self-determined and interprofessional manner. GMS Journal for Medical Education. 2022. Bd. 39, Nr. 4, S. Doc39. DOI 10.3205/zma001560

Wirth, Alexandra, Fabian Berger, Gert Ulrich, and Sylvia Kaap-Fröhlich. 2022. “Discovering New Perspectives - Strengthening Autonomy : Students from Different Healthcare Professions Interact with Patients and Provide Care in a Self-Determined and Interprofessional Manner.” GMS Journal for Medical Education 39 (4): Doc39. https://doi.org/10.3205/zma001560.

Wirth, Alexandra, et al. “Discovering New Perspectives - Strengthening Autonomy : Students from Different Healthcare Professions Interact with Patients and Provide Care in a Self-Determined and Interprofessional Manner.” GMS Journal for Medical Education, vol. 39, no. 4, 2022, p. Doc39, https://doi.org/10.3205/zma001560.