Interprofessional collaborative learning among formal caregivers to older people in community-based health and social care—a systematic review
Abstract
AimTo identify and synthesize evidence on collaborative learning among formal caregivers supporting older people with cognitive disease or multimorbidity in community-based health and social care, focusing on their experiences and the aspects and components of collaborative learning that contribute to professional development.IntroductionAs longevity rises, older adults increasingly face cognitive impairment and multimorbidity, creating comprehensive care needs. Collaborative learning enhances competence, confidence, and teamwork through knowledge exchange. However, there is limited synthesized evidence on how collaborative learning is experienced by formal caregivers in community-based health and social care and which aspects and components contribute to professional development.MethodsThis systematic review followed PRISMA guidelines. Five databases (CINAHL, ERIC, MEDLINE, PsycINFO, SocINDEX) were searched for empirical studies on collaborative learning involving formal caregivers in community-based care. Screening and quality appraisal were independently conducted by two reviewers.ResultsStructured collaborative learning with flat hierarchies, reflective discussions, and interactive activities fostered interdisciplinary knowledge sharing, engagement, and teamwork. This supported professional development seen through improved knowledge, skills, self-efficacy, and problem-solving. Participants reported positive attitudes, higher work satisfaction, and improved team effectiveness, while evidence on resilience remained limited.ConclusionStructural and experiential components of interprofessional collaborative learning were identified as important for supporting positive learning experiences and professional development among formal caregivers in community-based health and social care for older adults with comprehensive care needs. While the evidence is promising, it is primarily based on qualitative research, and further mixed-methods research is needed to evaluate collaborative learning and enhance confidence in its contribution to professional development.Systematic review registrationhttps://www.crd.york.ac.uk/PROSPERO/view/CRD42024599386, identifier PROSPERO (CRD42024599386).
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BibTeX
@article{lukic2026interprofessional,
title = {{Interprofessional collaborative learning among formal caregivers to older people in community-based health and social care—a systematic review}},
author = {Sandra Lukic and Agneta Malmgren Fänge and Connie Lethin and Steven M. Schmidt},
journal = {Frontiers in Public Health},
year = {2026},
month = nov,
doi = {10.3389/fpubh.2026.1841050},
url = {https://www.frontiersin.org/articles/10.3389/fpubh.2026.1841050},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Interprofessional collaborative learning among formal caregivers to older people in community-based health and social care—a systematic review
AU - Sandra Lukic
AU - Agneta Malmgren Fänge
AU - Connie Lethin
AU - Steven M. Schmidt
PY - 2026
DA - 2026/11/04
JO - Frontiers in Public Health
DO - 10.3389/fpubh.2026.1841050
UR - https://www.frontiersin.org/articles/10.3389/fpubh.2026.1841050
AB - AimTo identify and synthesize evidence on collaborative learning among formal caregivers supporting older people with cognitive disease or multimorbidity in community-based health and social care, focusing on their experiences and the aspects and components of collaborative learning that contribute to professional development.IntroductionAs longevity rises, older adults increasingly face cognitive impairment and multimorbidity, creating comprehensive care needs. Collaborative learning enhances competence, confidence, and teamwork through knowledge exchange. However, there is limited synthesized evidence on how collaborative learning is experienced by formal caregivers in community-based health and social care and which aspects and components contribute to professional development.MethodsThis systematic review followed PRISMA guidelines. Five databases (CINAHL, ERIC, MEDLINE, PsycINFO, SocINDEX) were searched for empirical studies on collaborative learning involving formal caregivers in community-based care. Screening and quality appraisal were independently conducted by two reviewers.ResultsStructured collaborative learning with flat hierarchies, reflective discussions, and interactive activities fostered interdisciplinary knowledge sharing, engagement, and teamwork. This supported professional development seen through improved knowledge, skills, self-efficacy, and problem-solving. Participants reported positive attitudes, higher work satisfaction, and improved team effectiveness, while evidence on resilience remained limited.ConclusionStructural and experiential components of interprofessional collaborative learning were identified as important for supporting positive learning experiences and professional development among formal caregivers in community-based health and social care for older adults with comprehensive care needs. While the evidence is promising, it is primarily based on qualitative research, and further mixed-methods research is needed to evaluate collaborative learning and enhance confidence in its contribution to professional development.Systematic review registrationhttps://www.crd.york.ac.uk/PROSPERO/view/CRD42024599386, identifier PROSPERO (CRD42024599386).
SN - 2296-2565
ER -