A qualitative exploration of the experiences of students attending interprofessional Schwartz Rounds in a University context.

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  • Author(s): Clancy D;Clancy D; Mitchell A; Mitchell A; Smart C; Smart C
  • Source:
    Journal of interprofessional care [J Interprof Care] 2020 May-Jun; Vol. 34 (3), pp. 287-296. Date of Electronic Publication: 2019 Dec 10.
  • Publication Type:
    Journal Article; Video-Audio Media
  • Language:
    English
  • Additional Information
    • Source:
      Publisher: Informa Healthcare Country of Publication: England NLM ID: 9205811 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1469-9567 (Electronic) Linking ISSN: 13561820 NLM ISO Abbreviation: J Interprof Care Subsets: MEDLINE
    • Publication Information:
      Publication: London : Informa Healthcare
      Original Publication: Abingdon, Oxfordshire, OX, U.K. : Carfax Pub. Co., c1992-
    • Subject Terms:
      Emotions* ; Interprofessional Education* ; Patient-Centered Care* ; Teaching Rounds*; Students, Health Occupations/*psychology; Adult ; Cultural Competency ; Female ; Humans ; Interviews as Topic ; Male ; Qualitative Research ; State Medicine ; Trust ; United Kingdom ; Universities
    • Abstract:
      Schwartz Rounds are a cultural change initiative for interdisciplinary staff to reflect on their work to preserve the human connection. Their recent implementation in educational contexts means that there is limited research exploring the experience of students attending Rounds. This study aimed to develop understanding of how health-care students experience participation at Schwartz Rounds in a University context. Using an Interpretative Phenomenological Analysis approach, semi-structured interviews were conducted with eight health-care students about their experience of attending Rounds. Three themes were identified: ambivalence about safety to share "would it reflect badly on me?"; unifying through sharing emotions "you're not alone in feeling that"; and space to question professional cultures "there's not normally space given to that". The findings suggest that Rounds promote connectedness through humanizing professions and focusing on shared emotions; however, safety to share within Rounds can be limited by fear of judgment. This supports previous literature and suggests that Rounds may be well placed in educational contexts to support cultural change from the beginning of training.
    • Contributed Indexing:
      Keywords: Schwartz Rounds; compassion; healthcare; interpretative phenomenological analysis; interprofessional education; students
    • Publication Date:
      Date Created: 20191211 Date Completed: 20210303 Latest Revision: 20210303
    • Publication Date:
      20240829
    • Accession Number:
      10.1080/13561820.2019.1692797
    • Accession Number:
      31821063