Learning Together: Facing the Reality of Shared Learning in Health Care

2005 ◽  
Vol 11 (2) ◽  
pp. 142-154 ◽  
Author(s):  
Lesley Jones ◽  
Nici Evans
Keyword(s):  
Health Professionals ◽  
Information Exchange ◽  
Opportunity To Learn ◽  
Learning Opportunities ◽  
Professional Relationships ◽  
Focus Group Interviews ◽  
Interprofessional Learning ◽  
Shared Learning ◽  
Interprofessional Working ◽  
Group Interviews

An exploration of health professionals' perceptions of the concept of shared learning and of the belief that shared learning can improve professional relationships in practice. A shared learning event was arranged as a forum for information exchange within an NHS trust. Ten per cent of total staff (87 people) attended. Questionnaires were completed by the delegates on the day of the event and repeated 10 weeks later. Thematic analysis of the questionnaire data guided the development of an interview schedule for two focus groups, carried out three months later. This paper reports on the findings from the focus group interviews. The main finding is that shared learning events can give health professionals the opportunity to learn about other professionals' roles. Patient-focused, work-based learning within a multi-disciplinary team is the most realistic way of implementing shared interprofessional learning successfully. The paper concludes that shared learning can positively influence effective interprofessional working. However, the focus may need to be on work-based learning opportunities rather than on formal events, thus leading to the promotion of interprofessional learning.

Nursing Students’ Experiences With Death and Terminal Patients During Clinical Education

2020 ◽  
pp. 003022282095051
Author(s):  
Şenay Gül ◽  
Seyhan Demir Karabulut ◽  
Handan Eren ◽  
Mahinur Durmuş İskender ◽  
Zehra Göçmen Baykara ◽  
...  
Keyword(s):  
Nursing Students ◽  
Clinical Education ◽  
Health Professionals ◽  
Qualitative Data ◽  
Secondary Analysis ◽  
Focus Group Interviews ◽  
Factors Affecting ◽  
Dying Patients ◽  
Group Interviews ◽  
First Time

The aim of this study is to explore nursing students’ experiences with death and terminal patients during clinical education. A secondary analysis of qualitative data that were collected through 11 focus group interviews with nursing students was performed. Data obtained from the interviews were analyzed using thematic analysis. There were a total of 9 themes across 3 contexts. Data were grouped under the following themes: feelings experienced when encountering death for the first time, reactions to the first encounter with death, factors affecting the reactions to death, involvement in terminal patient care, being informed about the physical process that terminal patients are going through, students’ approach toward terminal patients and their relatives, health professionals’ approach toward terminal/dying patients/their relatives, changes in the ideas about death, and changes in the ideas about terminal/dying patients. The study shows a lack of guidance on the part of teachers who also avoid patients and families who are considered terminally ill.

scholarly journals Different forms of informal coercion in psychiatry – a qualitative study

2019 ◽  
Author(s):  
Veikko Pelto-Piri ◽  
Lars Kjellin ◽  
Ulrika Hylén ◽  
Emanuele Valenti ◽  
Stefan Priebe
Keyword(s):  
Mental Health ◽  
Content Analysis ◽  
Focus Group ◽  
Qualitative Study ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Qualitative Content Analysis ◽  
Focus Group Interviews ◽  
Informal Coercion ◽  
Group Interviews

Abstract Objectives The objective of the study was to investigate how mental health professionals describe and reflect upon different forms of informal coercion. Results In a deductive qualitative content analysis of focus group interviews, several examples of persuasion, interpersonal leverage, inducements, and threats were found. Persuasion was sometimes described as being more like a negotiation. Some participants worried about that the use of interpersonal leverage and inducements risked to pass into blackmail in some situations. In a following inductive analysis, three more categories of informal coercion was found: cheating, using a disciplinary style and referring to rules and routines. Participants also described situations of coercion from other stakeholders: relatives and other authorities than psychiatry. The results indicate that informal coercion includes forms that are not obviously arranged in a hierarchy, and that its use is complex with a variety of pathways between different forms before treatment is accepted by the patient or compulsion is imposed.

scholarly journals Developing a Preliminary Definition and Domains of Flare in Knee and Hip Osteoarthritis (OA): Consensus Building of the Flare-in-OA OMERACT Group

2019 ◽  
Vol 46 (9) ◽  
pp. 1188-1191 ◽  
Author(s):  
Francis Guillemin ◽  
Camille Ricatte ◽  
Annica Barcenilla-Wong ◽  
Amandine Schoumacker ◽  
Marita Cross ◽  
...  
Keyword(s):  
Content Analysis ◽  
Focus Group ◽  
Health Professionals ◽  
Hip Osteoarthritis ◽  
Consensus Building ◽  
Delphi Consensus ◽  
Focus Group Interviews ◽  
Link Type ◽  
Group Interviews ◽  
Definition Of

Flare in knee and hip osteoarthritis (OA) is more than just an exacerbation of pain. Unstructured, semistructured, and focus group interviews followed by Delphi surveys with patients and health professionals (HP) generated candidate domains of an OA flare. Content analysis of interviews with 29 patients and 16 HP extracted 180 statements, which were grouped into 9 clusters. Delphi consensus with 50 patients (Australia, Canada, and France) and 116 HP (17 countries on 4 continents) identified 5 flare domains: pain, swelling, stiffness, psychological aspects, and effect of symptoms. Elements for a preliminary definition of an OA flare are proposed. Registered at clinicaltrials.govNCT02892058.

scholarly journals Focus Groups to Reveal Parents’ Needs for Prenatal Education

2002 ◽  
Vol 11 (3) ◽  
pp. 1-9 ◽  
Author(s):  
Louise Dumas
Keyword(s):  
Focus Groups ◽  
Health Professionals ◽  
Original Problem ◽  
Community Health Education ◽  
Prenatal Education ◽  
Community Centers ◽  
Focus Group Interviews ◽  
Health Agencies ◽  
Group Interviews ◽  
User Friendly

Focus group interviews are a useful qualitative research technique to obtain data from small groups about their opinions, attitudes, and/or feelings on a given subject. This particular technique has been used in Western Quebec in order to reveal the opinions, needs, and feelings of health professionals and future parents concerning prenatal education. As part of the region’s priorities for 2002, all future parents in this part of the province were to be offered prenatal, government-paid, community health education. Consequently, the Ministry of Health at the regional level sought a customized program for all community centers, based on identified regional needs and recent research. This program had to prove to be innovative, user-friendly, effective, and efficient. After reviewing the literature and conducting discussions with representatives from all regional health agencies throughout the province, the author of this article designed and conducted focus groups with perinatal health professionals from all community centers and hospitals of the Outaouais region. Later, focus groups were also conducted with parents. Following the analysis of the data and comparisons with existing resources, the author of this paper designed and proposed a specific program aimed at the empowerment of future parents. This paper reports the original problem and its context, the research methodology, and the proposed program (underlying philosophy, objectives, content, and educational techniques).

scholarly journals Nurses’ experiences of simulation-based learning, 12–18 months after the simulation: A qualitative study

2021 ◽  
pp. 205715852110327
Author(s):  
Elisabeth Solheim ◽  
Jill Flo
Keyword(s):  
Health Professionals ◽  
Clinical Competence ◽  
Qualitative Approach ◽  
Learning Method ◽  
Focus Group Interviews ◽  
Important Method ◽  
Long Period ◽  
Simulation Based ◽  
Educational Programmes ◽  
Group Interviews

Simulation-based learning is a learning method used in educational programmes for health professionals. Little is known about nurses’ experiences after a long period of time has elapsed since the simulation. The aim of this study was to describe nurses’ experiences of simulation scenarios and their perceptions of learning 12–18 months after the simulation. An explorative qualitative approach, including three focus-group interviews, was used. A total of 21 nurses participated. Data were collected in September 2017 and April 2018. The COREQ checklist was used to report the study. Three themes emerged: Simulation as a rewarding learning method, Pedagogical factors that affect the simulation and Perception of different roles in the simulation. The findings indicate that 12–18 months after the simulation took place, the nurses could still recall their experiences from simulation-based learning and the cases used. This indicates that simulation is an important method for strengthening clinical competence.

scholarly journals Interprofessional Learning Through Shadowing in Rehabilitations Department: A Qualitative Study of the Student´s Placement in Hospital Setting

2017 ◽  
Vol 13 (28) ◽  
pp. 1
Author(s):  
Synnove Hofseth Almas ◽  
Halvard Nilsen ◽  
Randi Spjutoy ◽  
Froydis Vasset
Keyword(s):  
Health Care ◽  
Focus Group ◽  
Health Care Professionals ◽  
Hospital Setting ◽  
Collaborative Practice ◽  
Physical Medicine ◽  
Focus Group Interviews ◽  
Interprofessional Learning ◽  
Roles And Responsibilities ◽  
Group Interviews

Interprofessional collaborative learning (IPL) is a requirement in health and social education, primary in student placements. This study explored IPL as shadowing with seven participants at a department of physical medicine and rehabilitation in a hospital. Seven participants were divided into two groups (n=3; n=4) when caring for two patients. Both groups wrote a rehabilitation plan together with the patients. In a submitted template, the students reflected on roles and responsibilities of health care professionals. To examine how the informants expressed their experiences of IPL, focus group interviews were conducted with each group and transcribed. The focus group transcripts, together with submitted templates, were then analysed using Giorgis’ model of content analysis. All informants expressed that IPL led to acquired knowledge about each other’s responsibilities in healthcare. Participants were aware of differences and similarities between their responsibilities. They reported that leadership and communication are prerequisites for collaborative practice.

scholarly journals Unprofessional behaviour of GP residents and its remediation: a qualitative study among supervisors and faculty

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Pieter C. Barnhoorn ◽  
Vera Nierkens ◽  
Marianne C. Mak-van der Vossen ◽  
Mattijs E. Numans ◽  
Walther N. K. A. van Mook ◽  
...  
Keyword(s):  
Focus Group ◽  
Health Professionals ◽  
Exploratory Study ◽  
Faculty Members ◽  
Structured Interviews ◽  
Negative Effects ◽  
Focus Group Interviews ◽  
Unprofessional Behaviour ◽  
Group Interviews ◽  
Gp Training

Abstract Background Lapses in professionalism have profound negative effects on patients, health professionals, and society. The connection between unprofessional behaviour during training and later practice requires timely identification and remediation. However, appropriate language to describe unprofessional behaviour and its remediation during residency is lacking. Therefore, this exploratory study aims to investigate which behaviours of GP residents are considered unprofessional according to supervisors and faculty, and how remediation is applied. Methods We conducted eight semi-structured focus group interviews with 55 broadly selected supervisors from four Dutch GP training institutes. In addition, we conducted individual semi-structured interviews with eight designated professionalism faculty members. Interview recordings were transcribed verbatim. Data were coded in two consecutive steps: preliminary inductive coding was followed by secondary deductive coding using the descriptors from the recently developed ‘Four I’s’ model for describing unprofessional behaviours as sensitising concepts. Results Despite the differences in participants’ professional positions, we identified a shared conceptualisation in pinpointing and assessing unprofessional behaviour. Both groups described multiple unprofessional behaviours, which could be successfully mapped to the descriptors and categories of the Four I’s model. Behaviours in the categories ‘Involvement’ and ‘Interaction’ were assessed as mild and received informal, pedagogical feedback. Behaviours in the categories ‘Introspection’ and ‘Integrity’, were seen as very alarming and received strict remediation. We identified two new groups of behaviours; ‘Nervous exhaustion complaints’ and ‘Nine-to-five mentality’, needing to be added to the Four I’s model. The diagnostic phase of unprofessional behaviour usually started with the supervisor getting a ‘sense of alarm’, which was described as either a ‘gut feeling’, ‘a loss of enthusiasm for teaching’ or ‘fuss surrounding the resident’. This sense of alarm triggered the remediation phase. However, the diagnostic and remediation phases did not appear consecutive or distinct, but rather intertwined. Conclusions The processes of identification and remediation of unprofessional behaviour in residents appeared to be intertwined. Identification of behaviours related to lack of introspection or integrity were perceived as the most important to remediate. The results of this research provide supervisors and faculty with an appropriate language to describe unprofessional behaviours among residents, which can facilitate timely identification and remediation.

scholarly journals Different forms of informal coercion in psychiatry – a qualitative study

2019 ◽  
Author(s):  
Veikko Pelto-Piri ◽  
Lars Kjellin ◽  
Ulrika Hylén ◽  
Emanuele Valenti ◽  
Stefan Priebe
Keyword(s):  
Mental Health ◽  
Content Analysis ◽  
Focus Group ◽  
Qualitative Study ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Qualitative Content Analysis ◽  
Focus Group Interviews ◽  
Informal Coercion ◽  
Group Interviews

Abstract Objectives The objective of the study was to investigate how mental health professionals describe and reflect upon different forms of informal coercion. Results In a deductive qualitative content analysis of focus group interviews, several examples of persuasion, interpersonal leverage, inducements, and threats were found. Persuasion was sometimes described as being more like a negotiation. Some participants worried about that the use of interpersonal leverage and inducements risked to pass into blackmail in some situations. In a following inductive analysis, three more categories of informal coercion was found: cheating, using a disciplinary style and referring to rules and routines. Participants also described situations of coercion from other stakeholders: relatives and other authorities than psychiatry. The results indicate that informal coercion includes forms that are not obviously arranged in a hierarchy, and that its use is complex with a variety of pathways between different forms before treatment is accepted by the patient or compulsion is imposed.

scholarly journals Different forms of informal coercion in psychiatry: a qualitative study

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Veikko Pelto-Piri ◽  
Lars Kjellin ◽  
Ulrika Hylén ◽  
Emanuele Valenti ◽  
Stefan Priebe
Keyword(s):  
Mental Health ◽  
Content Analysis ◽  
Focus Group ◽  
Qualitative Study ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Qualitative Content Analysis ◽  
Focus Group Interviews ◽  
Informal Coercion ◽  
Group Interviews

Abstract Objectives The objective of the study was to investigate how mental health professionals describe and reflect upon different forms of informal coercion. Results In a deductive qualitative content analysis of focus group interviews, several examples of persuasion, interpersonal leverage, inducements, and threats were found. Persuasion was sometimes described as being more like a negotiation. Some participants worried about that the use of interpersonal leverage and inducements risked to pass into blackmail in some situations. In a following inductive analysis, three more categories of informal coercion was found: cheating, using a disciplinary style and referring to rules and routines. Participants also described situations of coercion from other stakeholders: relatives and other authorities than psychiatry. The results indicate that informal coercion includes forms that are not obviously arranged in a hierarchy, and that its use is complex with a variety of pathways between different forms before treatment is accepted by the patient or compulsion is imposed.

scholarly journals Knowledge, Skills, and Support Needed by Teaching Personnel for Managing Challenging Situations with Pupils

2019 ◽  
Vol 16 (19) ◽  
pp. 3646
Author(s):  
Pihla Markkanen ◽  
Minna Anttila ◽  
Maritta Välimäki
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Positive Interactions ◽  
Focus Group Interviews ◽  
Behavioral Issues ◽  
Factors Affecting ◽  
Adequate Knowledge ◽  
Group Interviews ◽  
Teaching Personnel

It is not uncommon for teachers to face challenging behavioral issues in their classrooms, including disruptive, aggressive, or insulting behavior toward peers or adults. In this paper, we describe what knowledge, skills, and support is needed among teaching personnel to manage challenging situations with pupils. This study was carried out in one comprehensive school in Southwest Finland. Two focus group interviews were conducted with teaching personnel (schoolteachers and classroom assistants, N = 16). The participants also wrote short texts about challenging situations they had experienced. The qualitative data were analyzed with inductive content analysis. According to the results, the teaching personnel needed better knowledge about the factors affecting pupils’ behavior and about good practices to apply with pupils in challenging situations. Moreover, the personnel lacked the skills needed to anticipate and recognize pupils’ moods and signs of mental distress, and expressed the desire for support from mental health professionals. Teachers with adequate knowledge about the factors linked to behavioral issues are more capable of promoting environments conducive to positive interactions with their pupils, thereby limiting challenging situations. When developing education and support for teaching personnel, collaboration between education and mental health professionals is essential.

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