An interprofessional rural clinical placement pilot project

Tverrfagleg praksis gjev auka innsikt

“…Dette samsvarar med forsking som syner at tverrprofesjonell laering skjer med godt resultat der studentar frå ulike profesjonar møtest og arbeider saman i klinisk retta praksis (17)(18)(19).…”

Implementing and Sustaining a Rural Interprofessional Clinical Education Program

“…Facilitators received IPE training and agreed to lead one or two of the weekly one-hour IPE case discussion sessions that occurred over an eight-week period. Data collected from survey instruments and interviews demonstrated that participants viewed the RICE program as straightforward, easy to implement, and an effective way to promote clinical IPE [19]. All participants were enthusiastic and recommended that all health science students doing placements in the hospital, no matter their educational institution, should be included and that 90 minutes was a more appropriate length for the IPE sessions.…”

“…The program was perceived by the original participants as straightforward because students were already present at the local organizations for their clinical placements, it required few resources apart from a room and facilitator time, it fit with organizational values of improving patient care and safety, and it involved limited time commitments because facilitators seldom led more than one or two sessions per year [19]. However, it became obvious to the project team that a number of factors were interfering with successful uptake and maintenance of RICE.…”

“…While there are a number of common sustainability factors like commitment of staff and leadership, meaningful participation, and adequate resources, little has been written about the conditions for longer-term sustainability of IPE projects. Pilot projects and curriculum initiatives, including use of simulation, have been described [9,12,13,15,[17][18][19]21], but these tend to be preliminary reports of successful initiatives.…”

“…There have been a number of examples of successful IPE in rural settings, especially in Canada and Australia [15][16][17][18][19][20][21]. Rural IPE has been identified as having three advantages: 1) demonstration of IPC is more likely in the rural environment because there are limited numbers of health professionals in rural settings and there may be more breadth of experiences for students [18,22]; 2) recruitment of future practitioners to rural settings may be improved through IPE projects [18]; and 3) new clinical placement opportunities can be created for healthcare programs that seek to increase enrolment [22].…”