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

Area of Science:

• Medical Education
• Pediatric Care
• Interprofessional Collaboration

Background:

• An interprofessional educational program, "Pediatric systematic assessment and communication for preventing emergencies," was implemented in a Norwegian pediatric department in 2011.
• The program aimed to enhance clinical staff competence in treating critically ill children.

Purpose of the Study:

• To understand clinical staff perceptions of the educational program.
• To identify enabling and hindering factors for learning within the program.
• To inform program adjustments based on staff feedback.

Main Methods:

• Focus group interviews were conducted with nurses and pediatricians.
• Content analysis was used to analyze the interview data.
• The study focused on perceptions of the "Pediatric systematic assessment and communication for preventing emergencies" program.

Main Results:

• Key enabling factors for learning included enhanced interprofessional collaboration and positive performance feedback.
• Hindering factors comprised perceptions of program redundancy and lack of awareness in collaborating departments (e.g., surgical).
• Suggestions for sustained learning emphasized peer learning and more interprofessional activities.

Conclusions:

• The study identified critical factors influencing the success of interprofessional education in pediatric emergency prevention.
• Recommendations included fostering a learning organization and integrating collaborating departments.
• Collaborating departments have now been incorporated into the program based on study findings.