Purpose: Interprofessional education (IPE) on a ward supports students to generate interprofessional patient care plans as a means to learn about the roles, responsibilities, and clinical reasoning of other professions. We investigated how clinicians guide the clinical reasoning of students from their own and other professions and whether clinicians from nursing, midwifery, and medicine could scaffold students from all professions, that is, by providing just-in-time and tailored support. Methods: Nine supervising clinicians from medicine, nursing, and midwifery were interviewed and a repeat interview held 3 to 15 weeks later; one nurse supervisor was interviewed only once. Using conventional content analysis, themes were identified inductively. Next, we applied an existing scaffolding framework to conceptualise how clinicians supported the clinical reasoning in an IPE setting. Results: Themes were clinicians’ interventions and intentions, results of interventions and of IPE, characteristics of students and clinicians, interactions between clinicians and students, and logistics. Clinicians applied various interventions and expressed several intentions to guide the learning of students from all professions. Clinicians stimulated students’ clinical reasoning by structuring meetings, asking students to explain their thoughts to each other and through giving group assignments. Thus, clinicians used peer-assisted learning for the students. By collaborating with other supervising clinicians regarding the form and amount of guidance to give to the students, clinicians applied peer-assisted learning for themselves as well. Conclusion: Clinicians can learn to scaffold the clinical reasoning of students from different professions, when they are provided with training, good examples, and structures. An existing scaffolding framework can serve as an overview of aims and interventions to provide just-in-time guidance to students from all professions. The scaffolding framework is useful for training clinicians and for depicting the pedagogical approach for IPE wards.

中文翻译：

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卫生保健学生的脚手架临床推理：临床医生对跨专业产科病房的看法的定性探索

目的：病房内的跨专业教育 (IPE) 支持学生制定跨专业的患者护理计划，作为了解其他专业的角色、责任和临床推理的一种手段。我们调查了临床医生如何指导他们自己和其他专业的学生进行临床推理，以及护理、助产和医学的临床医生是否可以为所有专业的学生提供支架，即通过提供及时和量身定制的支持。方法：采访了来自内科、护理和助产科的9名指导临床医生，并在3至15周后进行了重复采访；一名护士主管只接受了一次面谈。使用传统的内容分析，主题被归纳确定。下一个，我们应用现有的脚手架框架来概念化临床医生如何在 IPE 环境中支持临床推理。结果：主题是临床医生的干预和意图、干预和IPE的结果、学生和临床医生的特征、临床医生和学生之间的互动以及后勤。临床医生应用了各种干预措施，并表达了引导所有专业学生学习的若干意图。临床医生通过组织会议、要求学生互相解释他们的想法以及通过小组作业来激发学生的临床推理。因此，临床医生对学生使用同伴辅助学习。通过与其他监督临床医生就向学生提供的指导形式和数量进行合作，临床医生也为自己应用了同伴辅助学习。结论：当临床医生接受培训、良好的例子和结构时，他们可以学会为来自不同专业的学生的临床推理提供支撑。现有的脚手架框架可以作为目标和干预措施的概述，为所有专业的学生提供及时的指导。脚手架框架可用于培训临床医生和描述 IPE 病房的教学方法。现有的脚手架框架可以作为目标和干预措施的概述，为所有专业的学生提供及时的指导。脚手架框架可用于培训临床医生和描述 IPE 病房的教学方法。现有的脚手架框架可以作为目标和干预措施的概述，为所有专业的学生提供及时的指导。脚手架框架可用于培训临床医生和描述 IPE 病房的教学方法。