Interprofessional collaborative learning among formal caregivers to older people in community-based health and social care—a systematic review

Abstract

Aim To 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. Introduction As 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. Methods This 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. Results Structured 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. Conclusion Structural 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 registration https://www.crd.york.ac.uk/PROSPERO/view/CRD42024599386 , identifier PROSPERO (CRD42024599386).