Boundary-crossings among health students in interprofessional geropsychiatric outpatient practice: Collaboration with elderly people living at home

Figures & data

Table 1. Overview of participants involved in different learning activities and data collection methods

Activities	Seminar 1	Pre-meet x2	Home visit x2	Post-meet x2	Health record x2	Seminar 2
Methods	Fieldwork	Focus group interview	Fieldwork	Focus group interview	Document analysis	Focus group interview
Participants, group 1	3 students 4 educators	3 students 1 clinician IP facilitator	3 students 1 clinician IP facilitator	3 students 1 clinician IP facilitator	3 students	2 students 3 educators
Participants, group 2	1 clinician 3 students	3 students 1 clinician IP facilitator	3 students IP facilitator	3 students IP facilitator	3 students	1 clinician 3 students

Table 2. Research questions and findings divided into themes and sub-themes

HOW LEARNING IS SHAPED BY INTERACTION ACROSS BOUNDARIES IN A NEW BOUNDARY-CROSSING PRACTICE?
Specific questions	Themes	Sub-themes
How do the student groups manage to establish a boundary-crossing community of practice?	IP collaboration about and with the client	Establishment of a new team by using health records Crossing boundaries through collaborative examination and negotiation
Which critical pitfalls for crossing boundaries occur?	Balancing boundaries between IP and professional role	Challenging professional boundaries Critical pitfalls in writing the health record
Which boundary activities and objects are important for the development of shared knowledge?	Discovering the importance and benefit of IP collaboration	Boundary-crossing in professional language Making transition smoother The value of learning with and about each other

Figure 1. Examination at home visit documented in health records. Degree of engagement among OT, PT, and MED students