Table 2 Stages of interprofessional learning for health professionals
Dimension of Interprofessional Activity and Learning Stage | Theme | Indicative Quotation (abbreviated) |
|---|---|---|
Shared Commitment^ (dimension defined by Xyrichis et al., 2018 p.422) | ||
Stage 1* (nascent learning) | Individuals in the team committed to working together | They can all work in and around and amongst each other. (565) |
Stage 2** (emerging learning) | Team shares a commitment to working effectively together | The doctor and nurse. They’ll likely be seeing the patient together, so they’re talking openly and listening. (462) |
Shared identity^ | ||
Stage 1 | Individuals identify with their profession | They all have different expertise so they’re trying to balance, like, trying to do what they do best, but also bearing in mind there is four other health professionals helping as well. (205) |
Stage 2 | Team identity is tied to interpersonal relationships | Everyone’s sort of talking and everyone knows that they’re part of the team, and they’re not being left out or thought of being less equal to others. (301) |
Clear Team Goals^ | ||
Stage 1 | Team goal is to have desirable characteristics | Everyone needs to be open minded … open to new perspectives, open to new ways of learning, open to new goals. (682) |
Stage 2 | Team purpose is to be patient/client centred; focus on individual accountabilities | Discussion is important because it allows areas to be thoroughly checked, which would be there is a better quality of care been given to patients. I think it increases safety … Also making an effort to stay up-to-date and collaborate. (461) |
Clear Roles and Responsibilities^ | ||
Stage 1 | Each team member has a professional knowledge base | OT and physio share similar roles.… What a nurse does is very different to a surgeon, I think, but yeah, their relationship to the patient would be different as well. (188) |
Stage 2 | Professions carry different responsibilities | So it’s understanding your role and when it’s more important that you should push other people a certain way and say, ‘I can help with this’, and when it’s important you have to take a step back and leave it to others. (462) |
Interdependence between team members^ | ||
Stage 1 | Team members depend on each other | I think it’s important that the OT tells the psychologist about that [patient management] instead of just assuming ‘that happened in my care, that’s not a problem. Keeping others informed. (461) |
Stage 2 | Team members affect each other | Because the dosage of medicine can have an impact on patients, so the communication between the two [pharmacist and doctor] is important as well, to talk about what’s right medicine to give. (609) |
Integration between work practices^ | ||
Stage 1 | Team members are aware of work of individual members | There was some person adding that on record to, like the patient’s file, so that if another person who wasn’t present in the meeting saw the nurse attending that patient, they wouldn’t also attend. (301) |
Stage 2 | Not identified in the data | |