Designing, implementing and sustaining IPE within an authentic clinical environment: the impact on student learning

ABSTRACT

Interprofessional education (IPE), as preparation for interprofessional practice (IPP), is essential for quality, coordinated, outcome-focussed patient care. To develop capacity for IPP in future healthcare practitioners, IPE needs to be developed within curriculum and applied within authentic settings. The study aims were threefold: (a) determine if an established type 2 Diabetes Mellitus (T2DM) exercise and healthy lifestyle program could be replicated and delivered at a satellite health precinct; (b) report on changes in students’ attitudes to IPP in response to involvement in the program; (c) explore the perceptions of students in response to participation in the program whilst on placement. This paper reports on the quantitative changes in perceptions of IPE as measured by the SPICE-R2 instrument and a qualitative analysis of the student reflection of participating in IPP. Thirty-five students, from 4 health professions, participated in the study. The quantitative outcomes showed significant improvement in the perceptions of IPE (p <.01), including significant improvements understanding of roles and responsibilities, teamwork, and patient outcomes (p <.01). The qualitative analysis included a subset of 18 students who participated across two focus groups, highlighting four key themes: (a) health students reported varied initial experience with, and understanding of IPE; (b) the IPE program enabled students to see the value of teamwork for patient care; (c) IPE enhanced role clarity amongst the students, and (d) the IPE program provided an authentic learning experience, best suited to final year students. Our findings reinforced the value of a partnership between higher education and health services to deliver IPP care and learning, student valuing of the importance of IPE as part of authentic learning, and need for a scaffolded approach toward IPE is needed across health curriculums, and clinical placement to ensure all students can develop IPE capabilities that will enable them to work together to deliver the best healthcare to clients.

KEYWORDS:

• Interprofessional education
• interprofessional learning
• interprofessional practice
• work-integrated learning
• teamwork
• role clarity

Acknowledgments

The authors wish to thank the steering groups who provided advice on the project, and the clinical supervisors and students who participated in this research.

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Ethical standards disclosure

This study was conducted according to the guidelines laid down in the Declaration of Helsinki and all procedures involving research study participants were approved by the QUT Human Research Ethics Committee, Approval number #1800000784.

Additional information

Funding

This work was supported by a grant from Metro North Hospital and Health Service Link Program Grant and a QUT Professorial Grant, Faculty of Health.

Notes on contributors

Fiona Naumann

Professor Fiona Naumann is Associate Dean of Teaching and Learning, Faculty of Health, Queensland University of Technology, Brisbane, Australia. Fiona is also an Accredited Exercise Physiologist and was awarded a Fellow of Exercise and Sports Science Australia for her contributions to teaching and learning and accreditation standards across the profession.

Robert Mullins

Robert Mullins is Director of Clinical Service and Education, QUT Health Clinic, Faculty of Health, Queensland University of Technology, Brisbane, Australia. Robert is also an Accredited Exercise Physiologist and was awarded a Fellow of Exercise and Sports Science Australia for the provision of clinical leadership across the profession.

Andrea Cawte

Andrea Cawte is Nutrition and Dietetics Clinic Coordinator, QUT Health Clinic, Faculty of Health, Queensland University of Technology and the Royal Brisbane and Women's Hospital, Metro North Hospital and Health Service, Brisbane, Australia.

Simon Beavis

Simon Beavis is an Accredited Exercise Physiologist and Research Assistant, QUT Health Clinic, Faculty of Health, Queensland University of Technology.

Jane Musial

Jane Musial is an Accredited Dietitian, Royal Brisbane and Women's Hospital, Queensland Health, Brisbane, Australia.

Mary Hannan-Jones

Mary Hannan-Jones, is the Academic Lead Education and Discipline Lead for Nutrition and Dietetics in the School of Exercise and Nutrition Sciences, Faculty of Health, Queensland University of Technology. Mary has been an Accredited Practising Dietitian for over 28 years with professional experience in both the tertiary education and public sector settings in nutrition and dietetics.