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2020
- handle: 10670/1.gzocxu
- doi: 10.22230/jripe.2020v10n1a305
Ce document est lié à :
Journal of Research in Interprofessional Practice and Education ; vol. 10 no. 1 (2020)
Tous droits réservés ©, 2020EllaHeyerdahl, MarteOttesen, MarianneMolin, Christine HillestadHestevik, Venke MarionSørlie, Gerd SylviSellevold
Mots-clés
Nutrition students Lived experience Interprofessional education Nursing home Phenomenological–hermeneutical methodSujets proches
Learning process Scholarship LearningCiter ce document
Ella Heyerdahl et al., « Nutrition Students’ Experiences of Interprofessional Learning in a Nursing Home », Journal of Research in Interprofessional Practice and Education, ID : 10.22230/jripe.2020v10n1a305
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Background: Interprofessional experience is vitally important for nutrition students, as nutritionists often find themselves working independently in a team with other professionals. Few studies have explored qualitatively how nutrition students perceive learning activities in an interprofessional setting.Methods and Findings: Third-year bachelor’s degree nutrition students participated in a focus group interview after interprofessional learning in a nursing home. A qualitative study with a phenomenological-hermeneutical approach was conducted to investigate lived experiences. One theme emerged from the data analysis: A professional understanding of oneself and others. Being acknowledged as a professional, being an active participant, and collaborating to enhance resident care were revealed as sub-themes.Conclusions: A short period of interprofessional learning in an authentic setting may expand students’ experiences and enhance professional confidence.