Students' experiences and perceptions of interprofessional education during rural placement: A mixed methods study

Walker, Lorraine; Cross, Merylin; Barnett, Tony

doi:10.1016/j.nedt.2018.12.012

Cited by 31 publications

(57 citation statements)

References 34 publications

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“…While this study did focus on one cohort, some of the findings are supported by previous studies of other courses, suggesting their possible transferability. Additionally, comparable self-selected cohort sizes also feature in similar studies within health professions education [77][78][79] and sustainability education [32]. Attrition in response rates along the survey and the sample size also meant we were only able to preliminarily indicate possible trends in the perceptions of students from different disciplinary backgrounds.…”

Section: Limitationsmentioning

confidence: 99%

Students’ Perceptions of Interdisciplinary Coursework: An Australian Case Study of the Master of Environment and Sustainability

Abbonizio

2020

Sustainability

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Over the past decade we have seen a global increase in interdisciplinary sustainability degrees. These degrees are relatively understudied due to their recent emergence. To better understand the challenges and benefits of this type of coursework and learning experience, we must explore students’ perspectives. Rarely explored from the student viewpoint are: (1) highly interdisciplinary instruction that transcends more than four disciplines; (2) the potential effect of students’ incoming disciplinary background. This case study seized an opportunity to gain insights and perceptions from students across very diverse backgrounds within a shared interdisciplinary program. We surveyed 61 students enrolled in a highly interdisciplinary degree (Master of Environment and Sustainability; Monash University, Melbourne, Australia) and compared responses of students from STEMM, non-STEMM and mixed incoming degrees. Students’ specific disciplinary backgrounds were diverse, including physical sciences, engineering, marketing, business, fashion, law and education. We used a mixed methods approach to analyze survey data. The dominant perceived benefits of interdisciplinary training reported were: (1) career relevance; (2) expanded knowledge and perspectives of sustainability issues; (3) confidence in envisioning sustainability solutions. The main perceived challenges reported were potential confusion from rapidly upskilling into new domains and disciplinary jargon. Interestingly, respondents in this case study viewed these challenges as an authentic reflection of professional sustainability practice rather than a pedagogical issue. In line with this, students showed a preference for pedagogical approaches that simulated real world scenarios and developed career skills. Disciplinary background did not generally influence students’ views. All students identified similar challenges, benefits and pedagogical preferences, with one difference. Students from mixed prior degrees and non-STEMM disciplines showed a possible trend towards valuing cross-disciplinary teamwork more than those from STEMM backgrounds. Overall, our findings suggest that the diverse student cohort within the highly interdisciplinary sustainability program of this case study generally viewed this mode of education as beneficial, career-relevant and accessible. This case study may additionally encourage interdisciplinary educators from other fields, such as health professions, to also include more diverse domains and student cohorts in their programs.

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Section: Limitationsmentioning

confidence: 99%

Students’ Perceptions of Interdisciplinary Coursework: An Australian Case Study of the Master of Environment and Sustainability

Abbonizio

2020

Sustainability

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“…(40) Identifying the professional role becomes a central element as a result of IPE, given that by reflecting on their collaborative learning students recognize a change in preconceived authoritarian ideas about themselves and on the recognition of the roles of other professions. (41,42) However, students also reported that collaboration in IPE was seen as something secondary to principal learning. (43) From the aforementioned, the presence of aspects that affect the IPE can be deduced.…”

Section: Contributions Foundmentioning

confidence: 99%

“…The level of evidence in this thematic is predominantly significant, with seven articles, of which one is in level 2 (42) for being of mixed methodology and the other six in level 3 (39,41,43,45) due to being qualitative studies. Only two articles had a level of effectiveness in 4B (46,47) due to being cross-sectional correlational descriptive studies.…”

Section: Levels Of Evidencementioning

confidence: 99%

Formation in Interprofessional Education in Nursing and Medical Students Globally. Scoping review

Inzunza¹,

Montenegro²,

Reyes³

et al. 2020

invest. educ. enferm

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Objective. This work sought to know the state of the artrelated to the theme of Interprofessional Education (IPE)in the training of Nursing and Medical students and thelevel of evidence developed thus far. Methods. This wasan exploratory systematic review, declared as scopingreview by the Joanna Briggs Institute, JBI, in which asearch was performed in Embase, Science direct, PubmedMedline, Academic search complete, BVS, Scopus and ERIC databases, limiting between 2009 - 2019 byusing the DeCS and MeSH terms of Interprofessionaleducation, education research, healthcare professionals,nursing and medicine, selecting 39 original articles aftercarrying out the review process with the criteria by theJBI. Results. Four thematic nuclei emerged: Experiencesand perceptions of interprofessional learning, Didacticsrelated with IPE, Empirical indicators related with IPE,and Development of professional skills. The highest level of evidence is presented bythe articles dealing with didactics; on the contrary, no articles were found that dealtwith topics related with early inclusion of IPE in the medical and nursing curricula,which are currently necessary to complement the focus of patient-centered care. Conclusion. The thematic nuclei show that the level of evidence in the literatureis varied, although mostly descriptive in scope, highlighting the development ofprofessional skills as a result of interprofessional education.

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“…For instance, interprofessional training wards at acute hospitals are well established in Scandinavian countries [29], while rural and remote healthcare activities are often reported in Australia [30]. Geographical [31] and speci c healthcare needs and resources [32] likely in uenced the approach taken in these regions. Globally, long-term funding for practice-based IPE is an on-going challenge [33].…”

mentioning

confidence: 99%

‘It benefits patient care’: The value of practice-based IPE in healthcare curriculums

O’Leary

Salmon

Clifford

2020

Preprint

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Background Practice-based interprofessional education (IPE) is essential to prepare students for collaborative working. Pockets of practice-based IPE have been integrated into healthcare curriculums in some regions. Yet practice-based IPE is not globally valued as a key element of healthcare curriculums. As students and clinical educators are key stakeholders, this study presents a case example of their experiences in a country where practice-based IPE is at an emergent stage. Their experiential knowledge will generate important insights into how practice-based IPE is perceived and experienced. This learning can be applied, both locally and beyond, by stakeholders seeking to embed practice-based IPE in their placement curriculums. Methods A qualitative case study was conducted at a school of allied health and partner placement sites in Ireland. Data collection comprised two participant observations, 13 interviews and 12 document analyses. Inductive thematic analysis and deductive framework analysis, underpinned by activity theory and Hofstede’s cultural dimensions, informed data analysis and interpretations. Results The overarching theme was establishing the value of practice-based IPE, illustrated in three sub-themes: articulating expectations, conceptualising practice-based IPE and integrating interprofessionalism. First, overt articulation of practice-based IPE learning outcomes within regulatory standards and assessment processes would enhance its value within practice education. Second, clearer conceptualisation of what constitutes practice-based IPE is required. Participants indicated varying conceptualisations regarding why and how to implement practice-based IPE. Highlighting how practice-based IPE improved patient care and safety created a clear rationale for implementation. It was also helpful to demonstrate how adaptations to existing practice education models, rather than entirely new models, could achieve meaningful practice-based IPE. Third, integrating interprofessionalism at placement sites is required. Varying levels of professional engagement were noted, perpetuating stereotypes. Creating educator networks and embedding practice-based IPE in organisational strategy enhances its status and broadens engagement. Conclusions Adoption of these recommendations could enhance the value of practice-based IPE and optimise student preparation for collaborative working. Practice-based IPE remains a complex model and the trajectory of embedding in healthcare curriculums will differ globally. National and international longitudinal stakeholder data is needed to refine what type of practice-based IPE is most impactful on future collaborative practice.

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Students' experiences and perceptions of interprofessional education during rural placement: A mixed methods study

Cited by 31 publications

References 34 publications

Students’ Perceptions of Interdisciplinary Coursework: An Australian Case Study of the Master of Environment and Sustainability

Students’ Perceptions of Interdisciplinary Coursework: An Australian Case Study of the Master of Environment and Sustainability

Formation in Interprofessional Education in Nursing and Medical Students Globally. Scoping review

‘It benefits patient care’: The value of practice-based IPE in healthcare curriculums

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