Related Experiment Video
Updated: Dec 6, 2025
Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
Published on: February 16, 2011
Interprofessional student groups using patient documentation to facilitate interprofessional collaboration in
Anita Carin Gudmundsen1, Bente Norbye2, Madeleine Abrandt Dahlgren3
1UiT The Arctic University of Norway, PO Box 6050 Langnes, N-9037 Tromsoe, Norway.
Background:
This article explores and provides insights into how students learn interprofessional collaboration in a clinical placement. This topic is of interest for stakeholders in health services and education and for the research field of interprofessional education.
Objectives:
How patient documentation facilitates collaboration in interprofessional student groups is explored.
Design:
This study uses qualitative research with an ethnographic design.
Settings:
This research studies interprofessional education at a Norwegian university.
Participants:
Three student groups that participated in a two-week interprofessional clinical placement in a geriatric rehabilitation ward were studied, which comprised students of medicine, nursing, occupational therapy and physiotherapy.
Methods:
Data were generated through observational studies and informal conversations with the students in interprofessional placement and consists of written field notes and transcribed audio-recorded conversations. The analysis drew on concepts from practice theory related to the social practices of learning.
Results:
The students creatively and dynamically used a narrative note in the electronic patient record system in the ward to create an overview of care and ensure continuity of care for the patients for whom they were responsible. By using the narrative note in the record, the students aimed to develop a comprehensive understanding of their patients' clinical situations and care needs. When new information was entered in the note, information already written by individual students and student pairs was reviewed by all students, revised and mutually refined. As a result, multidimensional representations of the patients' health statuses and care needs emerged, including how the patients responded to the students' suggested interventions.
Conclusions:
Patient documentation can be a tool for stimulating interprofessional collaboration when students are allowed to organize patient care independently. We suggest that students' natural meaning-seeking capability is a hidden resource that can be exploited in interprofessional education.
More Related Videos
05:04Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
Published on: August 9, 2024
10:38Observational Study Protocol for Repeated Clinical Examination and Critical Care Ultrasonography Within the Simple Intensive Care Studies
Published on: January 16, 2019
Related Concept Videos
01:21Methods of Documentation III: PIE
01:26Methods of Documentation IV: Focus Charting
It typically involves three columns for recording information:
01:15Methods of Documentation VI: Case Management Model
For example, a patient with a chronic...
01:29Documentation in Long-Term and Home Healthcare Setting
Long-Term Care Facilities
01:18Interdisciplinary Care: The Health Care Team-II
Physical Therapist
A physical therapist (PT) aims to restore function or prevent additional impairment in a patient following an injury or disease. Massage, heat, cold, water, sonar waves, exercises, and electrical stimulation are some treatments used by PTs to treat...
01:28Formats for Nursing Documentation
Nursing Assessment Form:
• A nursing assessment form is a foundational document that captures detailed patient data from physical assessments and nursing histories.
• It includes patient demographics, medical history,...