Integrating Interprofessional Education and Simulation in Community Health: Evaluation of a Practice-based Student Clinic

Taylor, Jane; Burley, Mollie; Nestel, Debra

doi:10.18552/ijpblhsc.v3i1.210

Cited by 5 publications

(8 citation statements)

References 29 publications

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“…Effective communication in health practice involves more than simply communicating fluently in the local language. The communication skills involved are complex: interpersonal communication such as conversing with a patient on their level or giving bad news (Rider, Hinrichs, and Lown 2006), and collaborative interprofessional communication skills (Taylor, Burley, and Nestel 2015). Developing these higher-level skills requires excellent underlying communication skills, including grammar, understanding of spoken or written language, pronunciation, body language and turn-taking.…”

Section: Introductionmentioning

confidence: 99%

University Teachers’ Perceptions of Screening Students’ Communication Skills: A Case Study from Speech Pathology

et al. 2019

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Excellent communication and interpersonal skills are necessary for allied health professionals to provide effective care/treatment and underpin the practice-based competencies allied health students must develop. Communication skills of first year speech pathology (SP) students are screened at the major Australian metropolitan university where this study took place. Final year students screen their first year peers as part of their practice-based education experience. Although this identifies first year students with communication difficulties, the perceived value to university teachers (academics and practice educators) has not been investigated. This study described university staff perceptions of screening the communication skills of first year SP students. The qualitative, descriptive design included two focus groups. The dataset was analysed thematically. The analysis revealed the staff perception of value in screening communication skills to inform student support. Two sub-themes contributing to this perception were 'purpose of the screener' and 'content and administration of the screener'. Both staff groups strongly valued the screening process, stating that it is positive and useful. A similar screening process could identify first year students from a range of health fields with less skilled communication, who may require additional support to achieve competency.

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Section: Introductionmentioning

confidence: 99%

University Teachers’ Perceptions of Screening Students’ Communication Skills: A Case Study from Speech Pathology

et al. 2019

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“…The initial SCIPE program was described in Taylor et al [12] and summarised here in Tables 1, 2 and 3. All participants completed evaluation forms in which they were invited to rate the degree to which learning objectives were met and the value of the educational methods.…”

Section: Methodsmentioning

confidence: 99%

“…The LCHS offers clinical placements to health professional students and through a Memorandum of Understanding with Monash University Department of Rural Health is afforded program organisational support. This paper builds on a preliminary study in which the program is fully described [12] and presents self-report data on the success of developing, delivering and evaluating simulated client-based activities for students from eleven health disciplines. Here, we used data from a subsequent implementation and apply an educational framework [13] and contact theory [14] to make meaning of the qualitative evaluation.…”

Section: Introductionmentioning

confidence: 99%

Interprofessional simulation in a student community clinic: insights from an educational framework and contact theory

Waller

Nestel

2019

Adv Simul

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IntroductionSimulation in community care is a relatively understudied area. In this paper, we report a qualitative evaluation of the Simulated Client Interprofessional Education (SCIPE) program in a community clinic for undergraduate health and social care students in a rural setting. We sought to explore the stakeholders’ perceptions and experiences of training for, and conduct of, a simulated client-based activity to support the development of collaborative practice of students. We used an educational framework (presage, process, product–3P) and contact theory to analyse the evaluation data and suggest improvement strategies.MethodsData on professional characteristics was collected from facilitators, simulated client and students. Facilitators and simulated clients received training. Written evaluations were collected after training and after the simulated clinics. Purposively sampled facilitators, students and community partner agencies participated in individual semi-structured interviews to gain deeper insights into experiences.ResultsFourteen clinics involved 5 facilitators, 12 simulated clients and 40 students. Fifteen interviews were conducted. The SCIPE program led to perceived improvements in students’ communication and awareness of interprofessional collaboration. Participation in the program enabled students to experience a holistic approach to client interviewing and development of competency in collaborative goal setting. Further attention to presage and ability of facilitators to build positive contact conditions was identified. Coordination from a central site facilitated exchange and quality assurance for all elements of the program. Scoping of conditions of positive contact enabled a greater understanding of students’ and facilitators’ evaluation of the experience and constraints which would be modifiable for future improvement and sustainability.DiscussionAlthough the SCIPE program benefited students, the need for more explicit organisational engagement and support was revealed in interviews. The use of 3P and contact theory was helpful in identifying elements of the program for maintenance and development. Future research could follow students into practice to see if the behaviours are sustained and translated. Strengths included broad stakeholder involvement and immediate feedback. The key limitation was that the activity lacked explicit institutional support, facilitators required further training in briefing and the outcomes largely refer to participants’ perceptions and may not translate to practice.

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“…The rural context becomes integral to the understanding of the case and the development of the collaborative plan. In the debriefing session, the students reflect with students of different professions and the facilitator on what worked well and what could be improved, developing their understanding of how to learn and work together for positive outcomes for the service user 11,12 …”

Section: Approachmentioning

confidence: 99%

Understanding the elements of a quality rural/remote interprofessional education activity: A rough guide

Waller

Walker

Farthing

et al. 2021

Australian J Rural Health

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Aims To offer a rough guide to a quality rural/remote interprofessional educational activity. Context Australian remote and rural interprofessional undergraduate placements offered in Modified Monash Model 3‐6 locations. Approach Biggs' triple P framework from the interprofessional educational literature and Allport's contact hypothesis are used to describe map, and explore the educational dimensions and positive elements, of a quality rural/remote interprofessional educational activity. Conclusion Delivery of a quality interprofessional educational activity requires attention to all dimensions of the activity with acknowledgement of the value of the remote or rural contexts. Interprofessional learning requires constructive alignment and positive contact conditions to ensure a quality and sustained experience.

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Integrating Interprofessional Education and Simulation in Community Health: Evaluation of a Practice-based Student Clinic

Cited by 5 publications

References 29 publications

University Teachers’ Perceptions of Screening Students’ Communication Skills: A Case Study from Speech Pathology

University Teachers’ Perceptions of Screening Students’ Communication Skills: A Case Study from Speech Pathology

Interprofessional simulation in a student community clinic: insights from an educational framework and contact theory

Understanding the elements of a quality rural/remote interprofessional education activity: A rough guide

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