Abstract：
OBJECTIVE: To explore students\' and facilitators\' experiences of using a developed digital activity for interprofessional learning (IPL) focusing on critically ill patient handovers from a primary healthcare (PHC) centre to the ambulance service.
METHODS: A qualitative study design was employed, and the reporting of this study adheres to the Consolidated criteria for Reporting Qualitative research guidelines for qualitative studies.
METHODS: A PHC centre and the ambulance service in Stockholm, Sweden.
METHODS: A total of 31 participants were included in the study: 22 students from five different healthcare professions, seven facilitators and two observers.
METHODS: A digital IPL activity was developed to overcome geographical distances, and the scenario included the handover of a critically ill patient from personnel within the PHC centre to the ambulance service personnel for transport to an emergency department. Four digital IPL activities were conducted in 2021.
RESULTS: The digital IPL activity eliminated the issue of geographical distance for students and facilitators, and it enabled the students to find an interprofessional model for collaboration through reasoning, by communicating and sharing knowledge with the support of a common structure. Participants perceived the digital IPL activity and scenario as authentic, feasible and facilitated IPL. Using a case with an acute and life-threatening condition was a success factor for students to experience high realism in their IPL on patient safety, handover, care and treatment.
CONCLUSIONS: The developed digital IPL activity facilitated the students\' IPL and demonstrated potential sustainability as the digital approach supported overcoming geographical distances for both students and facilitators. By using a scenario involving an authentic case focusing on handovers of a critically ill patient, IPL, feasibility and acceptability were supported. However, it is crucial to emphasise that a comprehensive evaluation, both quantitative and qualitative, over an extended period of clinical rotations and involving a larger group of students is still warranted to ensure continuous improvement and development.
METHODS: A qualitative study design was employed, and the reporting of this study adheres to the Consolidated criteria for Reporting Qualitative research guidelines for qualitative studies.
METHODS: A PHC centre and the ambulance service in Stockholm, Sweden.
METHODS: A total of 31 participants were included in the study: 22 students from five different healthcare professions, seven facilitators and two observers.
METHODS: A digital IPL activity was developed to overcome geographical distances, and the scenario included the handover of a critically ill patient from personnel within the PHC centre to the ambulance service personnel for transport to an emergency department. Four digital IPL activities were conducted in 2021.
RESULTS: The digital IPL activity eliminated the issue of geographical distance for students and facilitators, and it enabled the students to find an interprofessional model for collaboration through reasoning, by communicating and sharing knowledge with the support of a common structure. Participants perceived the digital IPL activity and scenario as authentic, feasible and facilitated IPL. Using a case with an acute and life-threatening condition was a success factor for students to experience high realism in their IPL on patient safety, handover, care and treatment.
CONCLUSIONS: The developed digital IPL activity facilitated the students\' IPL and demonstrated potential sustainability as the digital approach supported overcoming geographical distances for both students and facilitators. By using a scenario involving an authentic case focusing on handovers of a critically ill patient, IPL, feasibility and acceptability were supported. However, it is crucial to emphasise that a comprehensive evaluation, both quantitative and qualitative, over an extended period of clinical rotations and involving a larger group of students is still warranted to ensure continuous improvement and development.
摘要：
目的：探索学生和促进者使用已开发的数字活动进行跨专业学习（IPL）的经验，重点是将重症患者从初级医疗保健（PHC）中心移交给救护车服务。
方法：采用定性研究设计，本研究的报告遵循定性研究报告定性研究指南的综合标准。
方法：斯德哥尔摩的PHC中心和救护车服务，瑞典。
方法：共有31名参与者被纳入研究：22名学生来自五个不同的医疗保健专业，七名主持人和两名观察员。
方法：开发了一种数字IPL活动来克服地理距离，该方案包括将一名重症患者从PHC中心内的人员移交给救护车服务人员，以运送到急诊科。2021年开展了四项数字IPL活动。
结果：数字IPL活动消除了学生和主持人的地理距离问题，它使学生能够通过推理找到一个跨专业的合作模型，通过在共同结构的支持下交流和共享知识。参与者认为数字IPL活动和场景是真实的，可行和便利的IPL。使用急性和危及生命的病例是学生在IPL中对患者安全的高度现实体验的成功因素，移交,护理和治疗。
结论：开发的数字IPL活动促进了学生的IPL，并展示了潜在的可持续性，因为数字方法支持克服学生和主持人的地理距离。通过使用涉及真实病例的场景，重点是重症患者的移交，IPL,可行性和可接受性得到了支持。然而,必须强调全面评估，定量和定性，在长期的临床轮换和涉及更多的学生群体仍然是必要的，以确保不断改进和发展。
方法：采用定性研究设计，本研究的报告遵循定性研究报告定性研究指南的综合标准。
方法：斯德哥尔摩的PHC中心和救护车服务，瑞典。
方法：共有31名参与者被纳入研究：22名学生来自五个不同的医疗保健专业，七名主持人和两名观察员。
方法：开发了一种数字IPL活动来克服地理距离，该方案包括将一名重症患者从PHC中心内的人员移交给救护车服务人员，以运送到急诊科。2021年开展了四项数字IPL活动。
结果：数字IPL活动消除了学生和主持人的地理距离问题，它使学生能够通过推理找到一个跨专业的合作模型，通过在共同结构的支持下交流和共享知识。参与者认为数字IPL活动和场景是真实的，可行和便利的IPL。使用急性和危及生命的病例是学生在IPL中对患者安全的高度现实体验的成功因素，移交,护理和治疗。
结论：开发的数字IPL活动促进了学生的IPL，并展示了潜在的可持续性，因为数字方法支持克服学生和主持人的地理距离。通过使用涉及真实病例的场景，重点是重症患者的移交，IPL,可行性和可接受性得到了支持。然而,必须强调全面评估，定量和定性，在长期的临床轮换和涉及更多的学生群体仍然是必要的，以确保不断改进和发展。
