Exploring interprofessional education and collaborative practice in Australian rural health services

Gum, Lyn; Sweet, Linda; Greenhill, Jennene; Prideaux, David

doi:10.1080/13561820.2019.1645648

Cited by 22 publications

(24 citation statements)

References 44 publications

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“…Effective interdisciplinary teams have been shown to improve patient care and outcomes. In rural and remote environments, the role of collaborative teams is particularly important in providing quality health care as the existing health workforce is often operating under limited resources 1,2 …”

Section: Introductionmentioning

confidence: 99%

Interprofessional education in the rural environment to enhance multidisciplinary care in future practice: Breaking down silos in tertiary health education

Reed

Bailey

et al. 2021

Australian J Rural Health

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Objective: Western Sydney University has implemented a rural interprofessional learning programme to promote collaborative care approaches to enhance crossdiscipline communications, improve knowledge and clarity of roles and improve patient care and outcomes. Design: Rural interprofessinal learning is an interprofessional educational approach, consisting of simulations of complex health events. Simulation methodology frames the study with a focus on human interaction. A mixed-methods evaluation has been conducted, incorporating pre-and post-event participant surveys along with semistructured focus groups. Setting: Simulations are conducted in the rural setting, including community settings, working farms and rural hospitals. Main Outcome Measures: Reflexive thematic analysis was used to identify themes measuring students' perceptions of interdisciplinary care, knowlede of other health discipline roles and skills and how they believe the exercise will influence their future practice. Facilitator feedback regarding the efficacy of the simulations was also recorded and analysed using reflexive thematic analysis. Participants: Care of simulated patient(s)/bystander(s) is primarily provided by paramedicine, nursing and medical students; however, increasing interest has expanded the programme to include students from a range of allied health professions.Simulations are facilitated by a multidisciplinary team of experienced practitioners and specialists. Intervention: Four rural interprofessional learning events have been held. Results: 120 students have participated in the evaluation. Findings include increased understanding of the contributions of other disciplines in enhancing patient care, team approaches, cross-discipline communication and a need to engage in collaborative care in future practice. Conclusion: Creating a collaborative learning environment creates a culture of multidisciplinary care, enhancing patient care and improving outcomes. The rural 128 | REED Et al. How to cite this article: Reed K, Reed B, Bailey J, et al. Interprofessional education in the rural environment to enhance multidisciplinary care in future practice: Breaking down silos in tertiary health education.

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Section: Introductionmentioning

confidence: 99%

Interprofessional education in the rural environment to enhance multidisciplinary care in future practice: Breaking down silos in tertiary health education

Reed

Bailey

et al. 2021

Australian J Rural Health

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“…25,26 Moreover, CBIPE helps stimulate social accountability in health profession students. 27 Various approaches to CBIPE have been previously reported such as learning in rural and primary healthcare settings, 24,28,29 community-based learning within broader community context 16,22,30 and for specific community context; the commonly used model of CBIPE in the western countries. 21,[31][32][33][34][35] The nature of interprofessional learning activities is mainly to provide healthcare services primary healthcare setting, not in the community.…”

Section: Introductionmentioning

confidence: 99%

<p>Stimulating Students’ Interprofessional Teamwork Skills Through Community-Based Education: A Mixed Methods Evaluation</p>

Lestari

Scherpbier

Stalmeijer

2020

JMDH

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Background: Interprofessional education (IPE) is suggested as a good means to prepare future healthcare professionals for collaborative work in interprofessional teams enabling them to solve complex health problems. Previous studies have advocated experiential IPE, including community-based IPE (CBIPE). This study aims to evaluate a CBIPE programme by exploring the students' perception toward CBIPE design and toward groups' teamwork. Methods: To identify students' perceptions of teamwork, the Interprofessional Teamwork Evaluation questionnaire was administered to 254 students of medical, nursing and midwifery programme. Three uni-professional focus group (FG) discussions were conducted to analyse the students' perception of the design of community-based education and underlying reasons for teamwork. Results: FGs reported three aspects that influence skills development in collaborative practice among students that shed light on why midwifery and nursing students held less positive perceptions of communication and mutual support: 1) communication gap due to lack of confidence, 2) contrasting ways of thinking affect communication in decisionmaking, and 3) the leadership culture in the health services. Conclusion: A CBIPE programme was successfully implemented at Universitas Islam Sultan Agung. It demonstrated that students in the health professions can develop skills in collaborative practice despite having some problems with communication and mutual support.

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“…When two or more professions learn with, from and about each other to improve collaboration and the quality of care 4…”

Section: Methodsmentioning

confidence: 99%

“…Therefore, interest in interprofessional education (IPE) as a means to cultivate collaborative practice continues to grow among healthcare educators worldwide 2 3. According to the Centre for the Advancement in Interprofessional Education, IPE occurs when ‘two or more professions learn with, from and about each other to improve collaboration and the quality of care’ 4. IPE aims to develop competencies of collaborative practice in healthcare professionals including role clarification, patient-centred care, teamwork, collaborative leadership, interprofessional communication and interpersonal conflict resolution 5.…”

Section: Introductionmentioning

confidence: 99%

Use of tabletop exercises for healthcare education: a scoping review protocol

et al. 2020

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IntroductionThere is a growing interest in developing interprofessional education (IPE) in the community of healthcare educators. Tabletop exercises (TTX) have been proposed as a mean to cultivate collaborative practice. A TTX simulates an emergent situation in an informal environment. Healthcare professionals need to take charge of this situation as a team through a discussion-based approach. As TTX are gaining in popularity, performing a review about their uses could guide educators and researchers. The aim of this scoping review is to map the uses of TTX in healthcare.Methods and analysisA search of the literature will be conducted using medical subject heading terms and keywords in PubMed, Medline, EBM Reviews (Evidence-Based Medicine Reviews), CINAHL (Cumulative Index of Nursing and Allied Health Literature), Embase and ERIC (Education Resources Information Center), along with a search of the grey literature. The search will be performed after the publication of this protocol (estimated to be January 1st 2020) and will be repeated 1 month prior to the submission for publication of the final review (estimated to be June 1st 2020). Studies reporting on TTX in healthcare and published in English or French will be included. Two reviewers will screen the articles and extract the data. The quality of the included articles will be assessed by two reviewers. To better map their uses, the varying TTX activities will be classified as performed in the context of disaster health or not, for IPE or not and using a board game or not. Moreover, following the same mapping objective, outcomes of TTX will be reported according to the Kirkpatrick model of outcomes of educational programs.Ethics and disseminationNo institutional review board approval is required for this review. Results will be submitted for publication in a peer-reviewed journal. The findings of this review will inform future efforts to TTX into the training of healthcare professionals.

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Exploring interprofessional education and collaborative practice in Australian rural health services

Cited by 22 publications

References 44 publications

Interprofessional education in the rural environment to enhance multidisciplinary care in future practice: Breaking down silos in tertiary health education

Interprofessional education in the rural environment to enhance multidisciplinary care in future practice: Breaking down silos in tertiary health education

<p>Stimulating Students’ Interprofessional Teamwork Skills Through Community-Based Education: A Mixed Methods Evaluation</p>

Use of tabletop exercises for healthcare education: a scoping review protocol

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