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Year : 2014  |  Volume : 27  |  Issue : 1  |  Page : 89-92

Patients' nursing records revealing opportunities for interprofessional workplace learning in primary care: A chart review study

1 Department of Family Medicine and Primary Health Care, UZ-6K3, De Pintelaan 185, 9000 Gent, Belgium
2 Professor, Primary and Interdisciplinary Care Antwerp-PICA, Antwerp, Belgium
3 Department of Education, University of Antwerp, Antwerp, Belgium
4 Em. Senior Full Professor, Ghent University, Faculty of Medicine and Health Sciences, Gent, Belgium

Correspondence Address:
Dr. Peter Pype
Department of Family Medicine and Primary Health Care, Ghent University, UZ-6K3, De Pintelaan 185, 9000 Gent
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/1357-6283.134339

Background: Working and learning go hand in hand during interprofessional collaborative practice. Patients' nursing records are designed to record patient care and health status. It is not known whether these records are also used to keep track of interprofessional contacts or interprofessional learning between team members. This study explored the usefulness of patients' nursing records in optimising interprofessional workplace learning for general practitioners. Methods: We utilized a descriptive retrospective chart review. All palliative home care teams of the Dutch speaking part of Belgium were involved. Throughout the year 2010, a representative sample of patient charts was selected. Characteristics of encounters between general practitioners and palliative care nurses were extracted from the charts. Results: Detailed accounts of interprofessional contacts were found in the charts. Palliative care nurses recorded number and type of contacts, topics discussed during contacts and general practitioner's learning activities. Discussion: Palliative care nurses are sensitive and open towards the general practitioners' learning needs. Patients' nursing records provide useful information for interprofessional team discussions on workplace learning. Healthcare professionals should be trained to respond to each other's learning needs.

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