Interprofessional student teams focus on staff issues while learning about quality improvement

Figures & data

Box 1. The learning outcomes of The QI module.

Learning outcomes to apply methods and tools from models of IQS, to analyze the complexity of quality improvement processes, to value how one’s own and others’ professional knowledge and approaches in collaboration affect the result of quality improvement work, and to value one’s own professional role in relation to professional competences’ in students from other undergraduate programmes in order to describe one’s own interprofessional competence

Table 1. Analysis of student projects resulted in five categories illustrating the main orientations of the students’ QI project

	Theme: PATIENT-RELATED ISSUES	Theme: STAFF-RELATED ISSUES
CATEGORIES	CODES	CODES
Care flow		Within clinics Between clinics Waiting time/delays Students’ clinical practice
Routines	Patient safety	Hygiene Efficiency
Information, communication, dialogue	Information to patients	Between staff Between clinics Staff education
Environment	Care environment	Work conditions Equipment
Patient satisfaction	Care visit/stay Accessibility Encounter

Table 2. The latent content in a distribution of the QI projects illustrated as themes

	Themes
Year	PATIENT-RELATED ISSUES	STAFF-RELATED ISSUES
2012	16 (25%)	48 (75%)
2014	13 (29%)	31 (71%)
2016	22 (47%)	25 (53%)
Total	51 (35%)	104 (65%)