Tutor and student dyadic interactions in relation to Interprofessional education and clinical care: A constructivist grounded theory study

Aim The aim of this study was to explore and understand the interprofessional collaboration preparation processes implemented by clinical tutors and students, in various professions, involved in interprofessional education experiences. Design A constructivist grounded theory approach. The study was carried out between 2015‐#2017. Method Semi‐structured interviews were conducted with a total of ten undergraduate students and the seven clinical tutors who supervised them from three undergraduate courses in a university of applied sciences and arts in Switzerland. Students were sampled during their clinical placement. Data were analysed and coded using constant comparative analysis with the support of Nvivo 10 software. Results A substantive theory "Practicing contextual models of interprofessional care" was generated. It explains how the whole process takes place, the tutor–student interactions, and how together they gradually build models of interprofessional care, linked to their clinical context and to the patients/families who are part of it. Conclusion The process describes a journey to comprehensively explain the roles played by the two main actors (student and tutor) who build a relationship of interaction. Impact This theory provides an understanding of the complex process set up by students and how they are prepared for collaboration with other professionals. Its importance is mainly expressed in the educational field because it reveals a different vision from the one present so far and enables a thorough reflection from the pedagogical point of view. Teachers will be able to observe and approach the students' training curricula from a different point of view by evaluating any changes to favour it and rethink the organizational and training models of current programs.