Institutional aspects for the adoption of Interprofessional Education in nursing and medical training

ABSTRACT The theoretical-conceptual and methodological frameworks of Interprofessional Education in Health (IPE) have been widely recognized throughout the world as useful for the development of collaborative competences for effective teamwork. This article aims to explore the perceptions of nursing and medical students regarding the institutional factors that interfere in the adoption of IPE initiatives in their training contexts. It is a case study, which adopted the qualitative approach and the exploratory perspective. The research participants were nursing and medical students from two public universities from a Brazilian Northeastern state - one state and one federal. The focus group was chosen for data collection, and the categorical content analysis technique was used, observing the phases of pre-analysis, material exploration and treatment of results. Three thematic categories were built a posteriori: the importance of teamwork, the institutional contexts for the adoption of the IPE and challenges for the adoption of the IPE. Although the realities researched present advances in curricular changes, such as the approximation of teaching with the reality of services, the adoption of more active methods for the formation of critical and reflexive subjects, the gaps in the development of collaborative competences are still notorious.

摘要 卫生领域跨专业教育（Interprofessional Education in Health, IPE）的理论概念与方法论框架，已在全球范围内被广泛认可为培养协作能力以实现高效团队协作的有效工具。本文旨在探讨护理与医学专业学生对其培养场景中阻碍跨专业教育实践落地的制度性因素的认知。本研究为案例研究，采用定性研究方法与探索性研究视角。研究对象为巴西东北部某州两所公立高校——一所州立大学、一所联邦大学的护理与医学专业学生。数据收集采用焦点小组访谈法，分析过程采用类别化内容分析法，依次遵循预分析、资料研读与结果处理三个阶段。最终回溯性构建了三大主题类别：团队协作的重要性、跨专业教育落地的制度环境、跨专业教育落地面临的挑战。尽管本次研究涉及的高校在课程改革方面已取得进展，例如推动教学与服务实践接轨、采用更具主动性的教学方法以培养批判性与反思型人才，但协作能力培养方面的短板仍十分显著。