Interprofessional Collaboration and Motivation among Healthcare Students[Collaboration interprofessionnelle et motivation chez les étudiants en santé]

Introduction and Problematic Palliative care, by its complex nature, requires interprofessional work (Aiguier, 2014). Healthcare students are struggling and are evolving in a constrained socioeconomic context (Marra, 2018). This state of uneasiness leads to a loss of motivation which, according to the World Health Organization, could be alleviated through interprofessional collaboration. This research in the field of educational sciences aims to verify if teaching interprofessional collaboration among health students, in a palliative care context, could foster a community of practice that supports the motivation to care. To explore this issue, we relied on a training program entitled "Interprofessionality and Palliative Care," which took place over one day in January 2020, bringing together students in third year of nursing, second year of physiotherapy and fifth year of medicine. Methodology Our research is hypothetico-deductive, with a mixed design, using both qualitative and quantitative approaches. Our stance is both comprehensive and explanatory. Qualitative data were obtained from semi-structured interviews conducted before the training session with six students, two from each field. Quantitative data were collected through a questionnaire submitted twice, before (T0) and after (T1) the training, to a panel of n=156 participants. The interviews were analyzed using conceptual categories, and the quantitative data were processed using various statistical tests (Student's t-test, Bravais-Pearson's r, and Cronbach's α). Results and Discussion The data analysis demonstrated that such a training program supports the motivation to care in a context of palliative care. We found positive correlations between the sense of social belonging, the quality of interpersonal relationships, and the sense of collective and personal efficacy. This resonates with the heuristic model of the individually motivated collective, which represents the social aspect of flow, characterized by a state of total well-being (Heutte, 2019). It reveals the beginnings of a community of practice in palliative care. The interprofessional training program serves as a catalyst for motivation. Perspectives In the context of training or educational engineering, this research enables the creation of programs that promote interprofessional praxis in palliative care, enhancing well-being among future caregivers. This approach could be applied to support students in the field as well as professionals. References 1. Aiguier, G. (2014). Travailler en équipe : position du problème. Paris: Dunod. 2. Heutte, J. (2019). Les fondements de l'éducation positive. DUNOD.