The Hospital School from the Health Professionals' Perspective: Roles and Collaboration.

Area of Science:

• Pediatric Healthcare
• Educational Psychology
• Interprofessional Collaboration

Background:

• Hospital School (HS) services are crucial for educational continuity in pediatric care.
• Existing research highlights potential role-perception gaps and interprofessional challenges between healthcare professionals (HPs) and teachers.
• Teacher well-being and effectiveness are significantly influenced by the quality of interprofessional interactions.

Purpose of the Study:

• To investigate health professionals' (HPs) perceptions of Hospital School (HS) services and teachers.
• To understand the nature of interactions and collaboration between HPs and HS teachers.
• To identify strategies for enhancing the integration of HS within hospital settings and strengthening interprofessional collaboration.

Main Methods:

• A qualitative research approach was employed.
• Data collection involved individual interviews with HPs, followed by a focus group discussion.
• The study focused on HPs' perspectives regarding HS, their interactions with teachers, and potential support for collaboration.

Main Results:

• HPs perceive the role of HS services in diverse ways.
• Interactions and relationships between HPs and HS teachers are often based on individual connections rather than structured organizational practices.
• Proposed solutions emphasize the need for structured opportunities for knowledge exchange and dedicated coordinating roles.

Conclusions:

• Enhancing HS integration requires active promotion of reciprocal knowledge building by both hospital and educational institutions.
• Implementing coordinating figures can bridge communication and collaboration gaps between HPs and HS teachers.
• Strategies used to improve interprofessional collaboration within healthcare teams may be adaptable to foster cooperation between HPs and HS teachers.