Interprofessional education and learning are educational approaches that enable students from different Health Professions Degree Courses to learn with, from, and about each other, acquiring knowledge both about their own profession and those of others. The introduction of these topics at the academic and educational levels has proven to be an effective tool for improving teamwork, interpersonal communication, and shared problem-solving. With this in mind, the ULSS 2 Marca Trevigiana Health Authority introduced an educational model of interprofessional integration, involving second-year students from the Master’s Degree Course in Medicine and Surgery at the University of Padua – Treviso campus. These students were paired with experienced nurses for a two-week period. The purpose of this experience, called shadowing, was to foster not only the acquisition of technical skills but, above all, the development of soft skills such as teamwork and interpersonal communication, in view of future interprofessional collaboration that is effective, cooperative, and free from stereotypes or preconceived hierarchies. The aim of this study is to examine and deepen, through the analysis of data collected via questionnaires administered to participants, the skills and competencies acquired, the strengths identified, and the level of satisfaction with the experience. The ultimate goal is to assess whether the proposed activities can be implemented within internship settings and prove to be truly effective in supporting students’ educational pathways. Furthermore, by comparing data across different academic years, trends will be monitored in relation to modifications introduced along the way. The pilot project was launched as a descriptive observational study during the 2022–2023 academic year and involved 86 students and 108 nurses from ULSS 2 Marca Trevigiana, with internships of 80 hours in hospital or community health services. Data collection was carried out through ex-post questionnaires administered to both students and clinical tutors. In the following academic year (2023–2024), 90 students participated, completing 80-hour internships in hospital and community settings within ULSS 2 Marca Trevigiana. Several organizational and methodological innovations were introduced, including ex-ante questionnaires, preliminary practical workshops, and an introductory seminar on the organizational aspects of the healthcare system. The research was structured around hypotheses and questions aimed at investigating the effectiveness of shadowing, the influence of the context (hospital/community, hub/spoke), the impact of interprofessional training, the acquisition of technical and relational competencies, and the comparison between expectations and actual experience. Analyses included comparisons between the two academic years and between pre-internship expectations and post-internship experiences, considering both practical activities and communication/relational aspects. In the 2022–2023 academic year, 69 nurses and 54 students participated, while in 2023–2024, 66 students completed the pre-experience questionnaire and 81 the post-experience one. The most frequently performed activities were venous sampling, drug administration, and wound dressing, whereas more complex procedures, such as the placement of nasogastric tubes or Percutaneous Endoscopic Gastrostomy (PEG), were rarely carried out. Nearly all students considered the internship useful for their professional development, for understanding the role of nurses and the multidisciplinary team, and for improving communication skills. Participants’ feedback highlights professional growth, improved manual skills, and greater awareness of ward dynamics and the National Health Service (SSN). However, some challenges remain, such as limited practical preparation, excessive observation, and organizational issues.
L’educazione e l’apprendimento interprofessionali sono prospettive educative che consentono agli studenti dei Corsi di Laurea delle diverse Professioni Sanitarie di imparare insieme gli uni dagli altri, acquisendo contemporaneamente conoscenze sia sulla propria professione sia su quella delle altre professioni. L’introduzione di tali tematiche a livello accademico e didattico si è rivelata uno strumento efficace per migliorare il team-working, la comunicazione interpersonale e la risoluzione condivisa dei problemi. Con queste premesse, l’Azienda ULSS 2 Marca Trevigiana ha introdotto un modello educativo di integrazione interprofessionale, che ha visto coinvolti gli studenti del 2° anno del Corso di Laurea Magistrale in Medicina e Chirurgia dell’Università degli Studi di Padova – sede di Treviso, affiancandoli ad infermieri esperti per un periodo di due settimane. Lo scopo di tale esperienza, denominata appunto shadowing, era quello di favorire l’acquisizione di competenze tecniche, ma anche soprattutto lo sviluppo di soft-skills, come team-working e comunicazione interpersonale, nell’ottica di una futura collaborazione interprofessionale condivisa ed efficace, scevra da stereotipi e gerarchie preconcette. Lo scopo del presente lavoro è quello di esaminare e approfondire, attraverso l’analisi dei dati raccolti tramite i questionari somministrati ai partecipanti, le abilità e le competenze acquisite, i punti di forza e il livello di gradimento rispetto all’esperienza. L’obiettivo finale è quello di verificare se le attività individuate e proposte possano essere sperimentate nei contesti di tirocinio e si rivelino realmente efficaci ai fini del percorso formativo degli studenti. Inoltre, nel confronto tra le diverse annualità, sarà monitorato l’andamento in relazione alle modificazioni attuate in itinere. Il progetto pilota è stato avviato come studio osservazionale descrittivo nell’anno accademico 2022-2023 e ha coinvolto 86 studenti e 108 infermieri dell’ULSS 2 Marca Trevigiana, con tirocini di 80 ore in ospedale o nei servizi territoriali. Ha previsto la raccolta di dati tramite la somministrazione di questionari ex-poste rivolti agli studenti e alle guide di tirocinio. Nell’anno accademico successivo (2023-2024) sono stati coinvolti 90 studenti, con tirocini di 80 ore in contesti ospedalieri e territoriali dell’ULSS 2 Marca Trevigiana e sono state introdotte alcune innovazioni organizzative e metodologiche, ovvero questionari ex-ante, laboratori pratici anticipatori e un seminario introduttivo sugli aspetti organizzativi del Sistema Sanitario. La ricerca è stata articolata attorno a ipotesi e quesiti volti a indagare l’efficacia dello shadowing, l’influenza del contesto (ospedale/territorio, hub/spoke) l’efficacia del tirocinio interprofessionale, l’acquisizione di competenze tecniche e relazionali e il confronto tra aspettative ed esperienza reale. Le analisi hanno incluso il confronto tra i due anni accademici considerati e tra le aspettative pre tirocinio e l’esperienza effettiva, sia per quanto riguarda le attività pratiche, sia per quanto riguarda gli aspetti comunicativi e relazionali. Nell’anno accademico 2022-2023 hanno partecipato 69 infermieri e 54 studenti, mentre nell’anno accademico 2023-2024 hanno partecipato 66 studenti al questionario pre - esperienza e 81 a quello post - esperienza. Le attività più sperimentate sono state prelievi venosi, somministrazione di farmaci e medicazioni, mentre quelle più complesse, come il posizionamento del sondino nasogastrico o della Gastrostomia Endoscopica Percutanea (PEG), sono state raramente eseguite. La quasi totalità degli studenti ritiene il tirocinio utile per la propria formazione, per comprendere il ruolo degli infermieri e del team multidisciplinare e per migliorare la comunicazione.
INNOVAZIONE IN FORMAZIONE: LO SHADOWING QUALE STRUMENTO DI IMPLEMENTAZIONE DELL’INTERPROFESSIONALITA’
DORETTO, LISA
2024/2025
Abstract
Interprofessional education and learning are educational approaches that enable students from different Health Professions Degree Courses to learn with, from, and about each other, acquiring knowledge both about their own profession and those of others. The introduction of these topics at the academic and educational levels has proven to be an effective tool for improving teamwork, interpersonal communication, and shared problem-solving. With this in mind, the ULSS 2 Marca Trevigiana Health Authority introduced an educational model of interprofessional integration, involving second-year students from the Master’s Degree Course in Medicine and Surgery at the University of Padua – Treviso campus. These students were paired with experienced nurses for a two-week period. The purpose of this experience, called shadowing, was to foster not only the acquisition of technical skills but, above all, the development of soft skills such as teamwork and interpersonal communication, in view of future interprofessional collaboration that is effective, cooperative, and free from stereotypes or preconceived hierarchies. The aim of this study is to examine and deepen, through the analysis of data collected via questionnaires administered to participants, the skills and competencies acquired, the strengths identified, and the level of satisfaction with the experience. The ultimate goal is to assess whether the proposed activities can be implemented within internship settings and prove to be truly effective in supporting students’ educational pathways. Furthermore, by comparing data across different academic years, trends will be monitored in relation to modifications introduced along the way. The pilot project was launched as a descriptive observational study during the 2022–2023 academic year and involved 86 students and 108 nurses from ULSS 2 Marca Trevigiana, with internships of 80 hours in hospital or community health services. Data collection was carried out through ex-post questionnaires administered to both students and clinical tutors. In the following academic year (2023–2024), 90 students participated, completing 80-hour internships in hospital and community settings within ULSS 2 Marca Trevigiana. Several organizational and methodological innovations were introduced, including ex-ante questionnaires, preliminary practical workshops, and an introductory seminar on the organizational aspects of the healthcare system. The research was structured around hypotheses and questions aimed at investigating the effectiveness of shadowing, the influence of the context (hospital/community, hub/spoke), the impact of interprofessional training, the acquisition of technical and relational competencies, and the comparison between expectations and actual experience. Analyses included comparisons between the two academic years and between pre-internship expectations and post-internship experiences, considering both practical activities and communication/relational aspects. In the 2022–2023 academic year, 69 nurses and 54 students participated, while in 2023–2024, 66 students completed the pre-experience questionnaire and 81 the post-experience one. The most frequently performed activities were venous sampling, drug administration, and wound dressing, whereas more complex procedures, such as the placement of nasogastric tubes or Percutaneous Endoscopic Gastrostomy (PEG), were rarely carried out. Nearly all students considered the internship useful for their professional development, for understanding the role of nurses and the multidisciplinary team, and for improving communication skills. Participants’ feedback highlights professional growth, improved manual skills, and greater awareness of ward dynamics and the National Health Service (SSN). However, some challenges remain, such as limited practical preparation, excessive observation, and organizational issues.| File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/94196