Work-in-progress

This paper is based on ethnographic studies, in which an inter-professional development project called InBetween, is being followed while focusing mainly on the clinical educators and their skill/competency development.
This ongoing PhD project focuses particularly on clinical educator’s practices and their handling of future-oriented demands for inter-professionalism.
The cornerstone of this paper is the fieldwork observations of clinical educator’s practice and the changing professional and inter-professional discourses and practices. The first phases of the fieldwork have identified distinct differences depending on whether the instruction is given next to the patient (here called ‘instruction next to the patient’) or done when clinical educator instructs the student away from the patient ('instruction away from the patient’).
As for the analysis of the development of competencies, the distinct differences can be detected in both a discursive and practical tendency where 'instruction next to the patient' seems to attach itself to the inter-professional discourse, whereas 'instruction away from the patient' rather seems to be linked to the professional discourse.
The purpose of InBetween will be put into a practical perspective through the significant and frequent changes between the inter-professional and professional discourses and practices.
Simultaneously, the focus of the empirical analysis is further focalized on clinical educator’s practical competence profile in relation to the project InBetween's purpose and organizational requirements for the development of inter-professional and cross-sectoral cooperation skills.
In reference to the field research’s mapping of the question: how do clinical educators practice and function as' inter-professional instructors', this paper will focus on the practical micro level of InBetween.
The guidance contexts is identified while focusing on the problem of the significant differences in respectively the inter-professional 'instruction next to the patient' and the professional withdrawal and the 'instruction away from the patient'. Thereafter, the context-related guidance strategies will be exemplified and analyzed.
The analyses will show the impact and consequences, alternating between what the analysis referred to as inter-professional facilitation and professional basis guidance.
Concepts, models and professional competence levels are suitable for faceting with the empirical analysis and are included referencing to representations from Dale 1998; Handal and Lauvås, 1990; Dreyfus and Dreyfus, 1986; Benner, 1984; Lave and Wenger, 1991, among others.

Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Menlo Park, CA: Addison- Wesley. Borgnakke, Karen (2013). Etnografiske metoder i uddannelsesforskningen - mellem klassiske traditioner og senmoderne udfordringer. Københavns Universitet. Borgnakke, K & Nielsen, C.S. (2015). Etnografiske studier i interprofessionalitet og foranderinger af klassiske koncepter. I: Tidsskrift for professionsstudier. Gjallerhorn. DK. Vol. 20, s. 48-60. Dale, E.L. (1989). Pedagogisk professionalitet. Om pedagogikkens identitet og anvendelse. Gyldendal Norsk Forlag. Dreyfus, Hubert L. & Dreyfus, Stuart E. (1986). Mind over Machine: The Power of Human Intuition and Expertise in the Era of the Computer. Simon & Schuster. Hammersley, M., Atkinson, P. (2007). Ethnography - Principles in Practice. Routledge, London. Handal, G., Lauvås, P. (1990). Veiledning og praktisk yrkesteori. Oslo. Cappelen. Hastrup, Kirsten (2013). Ind i verden – en grundbog i antropologisk metode. Hans Reizels Forlag. Lave, J., Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation.Cambridge, England: Cambridge University Press. Madsen, Ulla Ambrosius (2007). Pædagogisk etnografi – forskning i det pædagogiske praksisfelt. Klim. Århus. Nielsen, C.S & Kramer, T. (2016). Projekt InterTværs og interprofessionalitet som det innovative match. I: Tidsskrift for professionsstudier. Vol. 23, s. 72-79.