Flemming Bandholm Jakobsen

Emotions and clinical learning in an interprofessional outpatient clinic: A focused ethnographic study

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Emotions and clinical learning in an interprofessional outpatient clinic : A focused ethnographic study. / Jakobsen, Flemming Bandholm; Musaeus, Peter; Kirkeby, Lone; Hansen, Torben Bæk; Moercke, Anne Mette.

I: Journal of Interprofessional Care, Bind 33, Nr. 1, 2019, s. 57-65.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

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@article{4b955692b5774c08977ca2f9bcc1e481,
title = "Emotions and clinical learning in an interprofessional outpatient clinic: A focused ethnographic study",
abstract = "During the last decade, there has been a growing recognition that emotions can be of critical importance forstudents{\textquoteright} learning and cognitive development. The aimof this study was to investigate the self-reported andthe observed relationship of: activity-, outcome-, epistemic-, and social emotions{\textquoteright} role in students{\textquoteright} learning ina clinical interprofessional context. We conducted a focused ethnography study of medical and nursingstudents{\textquoteright} clinical placement in an interprofessional orthopaedic outpatient clinic where the studentsperformed consultations with patients, together. We used content analysis to analyse observational notesand interviews. Two themes were identified. First self-regulated learning with two sub-themes: unexpectedincident and reflection. The second theme was cooperative learning with three sub-themes: equality, communication,and role distribution. Participants only reported activating emotions. Negative emotions oftenoccurred when the students together experienced an incongruity between their cognitive capability and thetype of task. However, because of the possibility for students to call for a supervisor, the negative activatingemotions often, in connection with reflection on the incident, resulted in a positive emotion due to thestudents{\textquoteright} awareness of having acquired new knowledge and capability, and thereby, learning. It is importantto be aware of the close interplay between emotions and clinical learning in an interprofessional context.The learning environment must include easy access for supervision.",
keywords = "Medicinsk Uddannelse, Emotioner, Tv{\ae}rfagligt professionelt samarbejde, Etnografisk metode, sundhedsuddannelse",
author = "Jakobsen, {Flemming Bandholm} and Peter Musaeus and Lone Kirkeby and Hansen, {Torben B{\ae}k} and Moercke, {Anne Mette}",
year = "2019",
doi = "10.1080/13561820.2018.1514372",
language = "English",
volume = "33",
pages = "57--65",
journal = "Journal of Interprofessional Care",
issn = "1356-1820",
publisher = "Taylor & Francis ",
number = "1",

}

RIS

TY - JOUR

T1 - Emotions and clinical learning in an interprofessional outpatient clinic

T2 - A focused ethnographic study

AU - Jakobsen, Flemming Bandholm

AU - Musaeus, Peter

AU - Kirkeby, Lone

AU - Hansen, Torben Bæk

AU - Moercke, Anne Mette

PY - 2019

Y1 - 2019

N2 - During the last decade, there has been a growing recognition that emotions can be of critical importance forstudents’ learning and cognitive development. The aimof this study was to investigate the self-reported andthe observed relationship of: activity-, outcome-, epistemic-, and social emotions’ role in students’ learning ina clinical interprofessional context. We conducted a focused ethnography study of medical and nursingstudents’ clinical placement in an interprofessional orthopaedic outpatient clinic where the studentsperformed consultations with patients, together. We used content analysis to analyse observational notesand interviews. Two themes were identified. First self-regulated learning with two sub-themes: unexpectedincident and reflection. The second theme was cooperative learning with three sub-themes: equality, communication,and role distribution. Participants only reported activating emotions. Negative emotions oftenoccurred when the students together experienced an incongruity between their cognitive capability and thetype of task. However, because of the possibility for students to call for a supervisor, the negative activatingemotions often, in connection with reflection on the incident, resulted in a positive emotion due to thestudents’ awareness of having acquired new knowledge and capability, and thereby, learning. It is importantto be aware of the close interplay between emotions and clinical learning in an interprofessional context.The learning environment must include easy access for supervision.

AB - During the last decade, there has been a growing recognition that emotions can be of critical importance forstudents’ learning and cognitive development. The aimof this study was to investigate the self-reported andthe observed relationship of: activity-, outcome-, epistemic-, and social emotions’ role in students’ learning ina clinical interprofessional context. We conducted a focused ethnography study of medical and nursingstudents’ clinical placement in an interprofessional orthopaedic outpatient clinic where the studentsperformed consultations with patients, together. We used content analysis to analyse observational notesand interviews. Two themes were identified. First self-regulated learning with two sub-themes: unexpectedincident and reflection. The second theme was cooperative learning with three sub-themes: equality, communication,and role distribution. Participants only reported activating emotions. Negative emotions oftenoccurred when the students together experienced an incongruity between their cognitive capability and thetype of task. However, because of the possibility for students to call for a supervisor, the negative activatingemotions often, in connection with reflection on the incident, resulted in a positive emotion due to thestudents’ awareness of having acquired new knowledge and capability, and thereby, learning. It is importantto be aware of the close interplay between emotions and clinical learning in an interprofessional context.The learning environment must include easy access for supervision.

KW - Medicinsk Uddannelse

KW - Emotioner

KW - Tværfagligt professionelt samarbejde

KW - Etnografisk metode

KW - sundhedsuddannelse

U2 - 10.1080/13561820.2018.1514372

DO - 10.1080/13561820.2018.1514372

M3 - Journal article

C2 - 30160542

VL - 33

SP - 57

EP - 65

JO - Journal of Interprofessional Care

JF - Journal of Interprofessional Care

SN - 1356-1820

IS - 1

ER -