4 71 How does IPE influence students’ perceptions of collaboration? In our research, in contrast with above studies, the factors were not only identified, but also the interaction between them could be constructed. In this study we found that personal and organisational factors could reduce or increase the perceived hierarchy or responsibility for the patient. Figure 4.3 depicts the interactions between the barriers and facilitators of this study. Figure 4.3: Barriers and facilitators and their interactions Perceived hierarchy Organisational factors Responsibility for patient Personal characteristics • Being a student • Age/level difference • Character traits • Time pressure • Organisation of ward • Familiar with ward Facilitators Barriers For example, a difference in age (i.e., personal factor) can foster the feeling of hierarchy, but above all, some students are more sensitive about relationships than other students. Personal character traits are also of important influence of feeling responsible for the care of patients. Organisational factors can also influence the feeling of responsibility for patients (e.g., when students are more involved in the care for patients). Organisational factors can also influence the sense of hierarchy (e.g., ‘having a coffee break together’) can reduce the feeling of hierarchical differences. Visser et al. (2019) also noticed that organisational factors encouraging informal contact, such as a shared room for different professionals, can stimulate the feeling of relatedness with the peers in the context. This study is subject to some limitations. First, the results are based on one specific intervention at one specific educational facility. Therefore, results of this study, as in other qualitative studies, may have limited transferability to other interventions and facilities. However, the barriers and facilitators found in this study do seem to be similar to the barriers and facilitators found in other research. This may suggest that the perceptions we found in our study also show similarities if studied in different settings. Second, although students were explicitly reassured — in writing, verbally and non-verbally, before and during the interviews — that the research was independent
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