Facilitators and barriers to interprofessional learning, collaboration, and identity development during interprofessional internship in rehabilitation care: A qualitative study

Lourens van der Weerd; Joost Hurkmans; Jan-Jaap Reinders; Sylvana Minkes-Weiland; Cathy Woldring; Hans Drenth; Evelyn Finnema

doi:10.1080/13561820.2024.2447259

Facilitators and barriers to interprofessional learning, collaboration, and identity development during interprofessional internship in rehabilitation care: A qualitative study

Vertaalde titel van de bijdrage: Bevorderende en belemmerende factoren voor interprofessioneel leren, samenwerken en identiteitsontwikkeling gedurende een interprofessionele stage in revalidatiezorg: een kwalitatieve studie.

Lourens van der Weerd, Joost Hurkmans, Jan-Jaap Reinders, Sylvana Minkes-Weiland, Cathy Woldring, Hans Drenth, Evelyn Finnema

Revalidatie Friesland

Onderzoeksoutput: Article › Academic › peer review

Samenvatting

De toenemende complexiteit van het tekort aan zorg- en gezondheidspersoneel in Nederland vereist de verkenning van interprofessionele samenwerking (IPC). Het overheersende mono-professioneel opleiden kan leiden tot een professionele identiteit (PI) onder studenten in de gezondheidszorg, hetgeen succesvolle IPC niet ondersteunt. Stages op door studenten gerunde interprofessionele leerafdelingen (SR-IPLW) kunnen de ontwikkeling van interprofessionele identiteit (IPI) bevorderen. Er is behoefte aan een beter begrip van de complexiteit van leren samenwerken, met name wanneer studenten nog bezig zijn hun professionele identiteit vorm te geven. Ons doel was daarom om faciliterende factoren en barrières voor interprofessioneel onderwijs (IPE), IPC en identiteitsontwikkeling te identificeren, onder 21 studenten in de gezondheidszorg tijdens een klinische stage van 20 weken op een SR-IPLW in revalidatiegeneeskunde. Een actiegerichte prospectieve studie met behulp van grounded theory-analyse van negen focusgroepen gedurende drie semesters identificeerde 17 theoretische codes. Deze codes worden uitgewerkt in een conceptueel model dat de facilitators en barrières voor IPC en identiteitsontwikkeling benadrukt, waarbij de nadruk wordt gelegd op het belang van het bevorderen van gevoelens van verbondenheid, competentie en autonomie. Er zijn aanwijzingen dat professionele en interprofessionele identiteiten tijdens de stage veranderden. Implicaties voor werkbegeleiders worden geschetst, waarbij het belang van persoonlijke relaties en elementen van een positief leerklimaat wordt onderstreept.

Vertaalde titel van de bijdrage	Bevorderende en belemmerende factoren voor interprofessioneel leren, samenwerken en identiteitsontwikkeling gedurende een interprofessionele stage in revalidatiezorg: een kwalitatieve studie.
Originele taal-2	English
Pagina's (van-tot)	1-14
Aantal pagina's	14
Tijdschrift	Journal of Interprofessional Care
Volume	39
Nummer van het tijdschrift	5
DOI's	https://doi.org/10.1080/13561820.2024.2447259
Status	Published - 15 jan. 2025

Duurzame ontwikkelingsdoelstellingen van de VN

Deze output draagt bij aan de volgende duurzame ontwikkelingsdoelstelling(en)

SDG 04 – Kwaliteitsonderwijs

Keywords

interprofessioneel onderwijs
interprofessionele identiteit
professionele identiteit

Research Focus Areas Hanze University of Applied Sciences

Healthy Ageing

Research Focus Areas Research Centre or Centre of Expertise

Kwetsbaarheid en passende zorg

Publinova thema's

Overig
Gezondheid

Toegang tot document

10.1080/13561820.2024.2447259Licentie: CC BY

Citeer dit

van der Weerd, L., Hurkmans, J., Reinders, J.-J., Minkes-Weiland, S., Woldring, C., Drenth, H., & Finnema, E. (2025). Facilitators and barriers to interprofessional learning, collaboration, and identity development during interprofessional internship in rehabilitation care: A qualitative study. Journal of Interprofessional Care, 39(5), 1-14. https://doi.org/10.1080/13561820.2024.2447259

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title = "Facilitators and barriers to interprofessional learning, collaboration, and identity development during interprofessional internship in rehabilitation care: A qualitative study",

abstract = "The growing complexity of care and healthcare workforce shortages in the Netherlands necessitates exploring interprofessional collaboration (IPC). However, the predominant single-professional education may result in a professional identity (PI) among healthcare students, which may not support successful IPC. Internships in student-run interprofessional learning wards (SR-IPLW) could foster interprofessional identity (IPI) development. There is a need for a better understanding of the intricacies involved in learning to work collaboratively, particularly when undergraduates are still shaping their professional identities. Our aim, therefore, was to identify facilitators and barriers for interprofessional education (IPE), IPC, and identity development among 21 healthcare students during a 20-week clinical placement on a SR-IPLW in rehabilitation medicine. An action-based prospective study using grounded theory analysis of nine focus groups across three semesters identified 17 theoretical codes. These codes are elaborated in a conceptual model highlighting facilitators and barriers for IPC and identity development, emphasizing the importance of fostering feelings of relatedness, competence, and autonomy. There are indications that professional and interprofessional identities changed during the internship. Implications for preceptors are delineated, showing the importance of personal relationships and elements of a positive learning climate.",

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van der Weerd, L, Hurkmans, J, Reinders, J-J, Minkes-Weiland, S, Woldring, C, Drenth, H & Finnema, E 2025, 'Facilitators and barriers to interprofessional learning, collaboration, and identity development during interprofessional internship in rehabilitation care: A qualitative study', Journal of Interprofessional Care, vol. 39, nr. 5, blz. 1-14. https://doi.org/10.1080/13561820.2024.2447259

Facilitators and barriers to interprofessional learning, collaboration, and identity development during interprofessional internship in rehabilitation care: A qualitative study. / van der Weerd, Lourens; Hurkmans, Joost; Reinders, Jan-Jaap et al.
In: Journal of Interprofessional Care, Vol. 39, Nr. 5, 15.01.2025, blz. 1-14.

Onderzoeksoutput: Article › Academic › peer review

TY - JOUR

T1 - Facilitators and barriers to interprofessional learning, collaboration, and identity development during interprofessional internship in rehabilitation care: A qualitative study

AU - van der Weerd, Lourens

AU - Hurkmans, Joost

AU - Reinders, Jan-Jaap

AU - Minkes-Weiland, Sylvana

AU - Woldring, Cathy

AU - Drenth, Hans

AU - Finnema, Evelyn

PY - 2025/1/15

Y1 - 2025/1/15

N2 - The growing complexity of care and healthcare workforce shortages in the Netherlands necessitates exploring interprofessional collaboration (IPC). However, the predominant single-professional education may result in a professional identity (PI) among healthcare students, which may not support successful IPC. Internships in student-run interprofessional learning wards (SR-IPLW) could foster interprofessional identity (IPI) development. There is a need for a better understanding of the intricacies involved in learning to work collaboratively, particularly when undergraduates are still shaping their professional identities. Our aim, therefore, was to identify facilitators and barriers for interprofessional education (IPE), IPC, and identity development among 21 healthcare students during a 20-week clinical placement on a SR-IPLW in rehabilitation medicine. An action-based prospective study using grounded theory analysis of nine focus groups across three semesters identified 17 theoretical codes. These codes are elaborated in a conceptual model highlighting facilitators and barriers for IPC and identity development, emphasizing the importance of fostering feelings of relatedness, competence, and autonomy. There are indications that professional and interprofessional identities changed during the internship. Implications for preceptors are delineated, showing the importance of personal relationships and elements of a positive learning climate.

AB - The growing complexity of care and healthcare workforce shortages in the Netherlands necessitates exploring interprofessional collaboration (IPC). However, the predominant single-professional education may result in a professional identity (PI) among healthcare students, which may not support successful IPC. Internships in student-run interprofessional learning wards (SR-IPLW) could foster interprofessional identity (IPI) development. There is a need for a better understanding of the intricacies involved in learning to work collaboratively, particularly when undergraduates are still shaping their professional identities. Our aim, therefore, was to identify facilitators and barriers for interprofessional education (IPE), IPC, and identity development among 21 healthcare students during a 20-week clinical placement on a SR-IPLW in rehabilitation medicine. An action-based prospective study using grounded theory analysis of nine focus groups across three semesters identified 17 theoretical codes. These codes are elaborated in a conceptual model highlighting facilitators and barriers for IPC and identity development, emphasizing the importance of fostering feelings of relatedness, competence, and autonomy. There are indications that professional and interprofessional identities changed during the internship. Implications for preceptors are delineated, showing the importance of personal relationships and elements of a positive learning climate.

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KW - bachelor students

KW - education

KW - interprofessional collaboration

KW - student-run learning ward

KW - interprofessional identity

KW - professional identity

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M3 - Article

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SP - 1

EP - 14

JO - Journal of Interprofessional Care

JF - Journal of Interprofessional Care

IS - 5

ER -

Facilitators and barriers to interprofessional learning, collaboration, and identity development during interprofessional internship in rehabilitation care: A qualitative study

Samenvatting

Duurzame ontwikkelingsdoelstellingen van de VN

Keywords

Research Focus Areas Hanze University of Applied Sciences

Research Focus Areas Research Centre or Centre of Expertise

Publinova thema's

Toegang tot document

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Citeer dit