背景:由学生领导的跨专业诊所提供了协作患者护理的真实临床经验。然而,关于这些诊所可持续性的理论研究,考虑到经济以外的资本形式,仍然有限。这项研究通过采用Bourdieu的理论框架来探讨资本的替代概念如何解决这一差距;社会和文化都可能维持在学生主导的诊所中从事跨专业工作的条件,该诊所为患有慢性神经功能缺损的患者提供服务。
方法:2018年成立了以教学为重点的诊所,以反映临床服务。半结构化焦点小组,参与者包括来自5个专业的20名学生和11名患者,深入了解他们在诊所内的经历。主题分析以布迪厄的领域概念为指导,habitus,和资本。
结果:在学生主导的诊所的复杂景观中,在一个病人支持小组的十字路口,以医院为基础的老年护理机构,和以大学为基础的医疗保健专业,三个关键机制出现了支撑其可持续性的基础:培养学生对跨专业护理的倾向,利用协作和患者赋权,和资本相互交流的文化。这些主题说明了学生和患者如何通过专注于共同的患者福祉目标,对跨专业医疗保健的特定倾向丰富了他们的习惯。学生和患者交换的不同形式的资本培养了信任,尊重,和相互授权,提高临床体验。
结论:这项研究弥合了理论上对维持学生主导诊所的条件的探索的重要差距,借鉴布迪厄的理论。它强调了在这些诊所中投资各种形式的资本的重要性,同时强调对推进跨专业医疗保健专业知识的主要承诺。将患者视为平等伴侣会影响临床动态。为了让学生诊所以可持续的方式蓬勃发展,教育工作者必须转移他们的重点,而不仅仅是最大限度地利用财政资源。相反,他们应该支持更广泛的资本形式的投资。这需要所有利益相关者的积极参与;耐心的伙伴,服务提供商,和学生。这些发现强调了通过优化各种形式的资本来投资跨专业学习的重要性,并将患者视为诊所可持续性的动态贡献者。
BACKGROUND: Interprofessional student-led clinics offer authentic clinical experiences of collaborative patient care. However, theoretical research on the sustainability of these clinics, considering forms of capital beyond the economic, remains limited. This study addresses this gap by employing
Bourdieu\'s theoretical framework to explore how alternative conceptions of capital; both social and cultural might sustain conditions for interprofessional working in a student-led clinic serving patients living with a chronic neurological impairment.
METHODS: The teaching and learning focussed clinic was established in 2018 to mirror a clinical service. Semi-structured focus groups with participants involving 20 students from 5 professions and 11 patients gathered in-depth insights into their experiences within the clinic. A thematic analysis was guided by
Bourdieu\'s concepts of field, habitus, and capital.
RESULTS: In the complex landscape of the student-led clinic, at the intersection of a patient support group, a hospital-based aged care facility, and university-based healthcare professions, three pivotal mechanisms emerged underpinning its sustainability: Fostering students\' disposition to interprofessional care, Capitalizing on collaboration and patient empowerment, and a Culture of mutual exchange of capital. These themes illustrate how students and patients specific dispositions towards interprofessional healthcare enriched their habitus by focusing on shared patient well-being goals. Diverse forms of capital exchanged by students and patients fostered trust, respect, and mutual empowerment, enhancing the clinic experience.
CONCLUSIONS: This study bridges an important gap in theoretically informed explorations of the conditions for sustaining student-led clinics, drawing on
Bourdieu\'s theory. It accentuates the significance of investment of diverse forms of capital in such clinics beyond the economic, whilst emphasizing a primary commitment to advancing interprofessional healthcare expertise. Recognizing patients as equal partners shapes clinic dynamics. In order for student clinics to thrive in a sustainable fashion, educators must shift their focus beyond solely maximizing financial resources. Instead, they should champion investments in a wider range of capital forms. This requires active participation from all stakeholders; faculties, patient partners, service providers, and students. These findings underscore the importance of investing in interprofessional learning by optimizing various forms of capital, and embracing patients as dynamic contributors to the clinic\'s sustainability.