The Point of View of Undergraduate Health Students on Interprofessional Collaboration: A Thematic Analysis
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Interprofessional education (IPE) is essential to prepare future professionals for interprofessional collaboration (IPC). Learning together is essential for students because it is a way to understand the roles of other colleagues, improve their skills, knowledge, competencies, and attitudes to collaborate with the interprofessional teams. To explore how undergraduate students who attend IPE courses define IPC, a qualitative study using semistructured interviews followed by a thematic analysis was performed. Four main themes were identifed: IPC as a resource, requirements for IPC, emotions linked to IPC, and tutor's role to facilitate students' perception of IPC. Students considered IPE important to build IPC, where clinical placement tutors play a key role. The most important findings of the present study include the students' considerations about the importance of IPE when building their IPC definition and the key role played by the tutor during the placement in building IPC in clinical practice.
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Simulation-based IPE offers experiential, psychologically safe opportunities for learners to practice interprofessional communication, clinical reasoning, and shared decision-making across professional boundaries, translating theoretical knowledge into applied team-based skills.
“Simulation-based IPE offers experiential, psychologically safe opportunities for learners to practice interprofessional communication, clinical reasoning, and shared decision-making across professional boundaries, translating theoretical knowledge into applied team-based skills (Bianchi et al., 2019;Zhang et al., 2011).”
From Ten years of student-reported outcomes from simulation-based interprofessional education in an underrepresented academic setting (2026) · cites this paper as Bianchi et al., 2019
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Ojo, O. A., Arciaga, P., Jama, A., Pan, D., & Bazargan-Hejazi, S. (2026) · Journal of Interprofessional Care · doi:10.1080/13561820.2026.2707645
- Authors
- Bianchi, M., Bagnasco, A., Ghirotto, L., Aleo, G., Catania, G., Zanini, M., Carnevale, F., & Sasso, L.
- Affiliations
- University of Applied Sciences and Arts of Southern Switzerland (CH)
- University of Genoa (IT)
- Santa Maria Nuova Hospital (IT)
- McGill University (CA)
- Corresponding author
- Bianchi, Monica
- ORCID
- Venue
- SAGE Open Nursing
- Publisher
- SAGE Publications
- Published
- 2019-01
- Volume
- 5
- Pages
- 2377960819835735-2377960819835735
- ISSN
- 2377-9608 (ISSN-L)
- PMC
- PMC7774347
- OpenAlex
- W2941727428
- Cited by
- 7
- References
- 2
- Citations by year
- 2026: 2 · 2024: 2 · 2023: 1 · 2021: 2
- FWCI
- 0.66
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- SAGE Open Nursing (publishedVersion, cc-by-nc)
- PubMed Central (publishedVersion, cc-by-nc)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- CINECA IRIS Institutial Research Information System (University of Genoa) (submittedVersion, other-oa)
- Topics
- Health Sciences › Health Professions › General Health Professions › Interprofessional Education and Collaboration
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Decision Sciences › Information Systems and Management › Interdisciplinary Research and Collaboration
- Keywords
- interprofessional collaboration, interprofessional education, undergraduate health students, student perceptions, clinical practicum, health professions education
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