A mixed-methods evaluation of an interprofessional clinical education model serving students, faculty, and the community

ABSTRACT

The clinical learning environment significantly affects students’ preparedness to enter practice. Nursing programs may struggle securing relevant clinical sites necessary for student learning and meeting accreditation standards. Programs must be creative in developing community-based experiences that facilitate students’ learning. However, authentic interprofessional practice is often missing. We evaluated how an interprofessional clinical education model provided preventive health services through a faculty-student-led clinic and delivered an effective avenue to educate health profession students while serving the community. The model was implemented as a pilot project over the course of one semester. We used mixed-methods to analyze data from pre/post-instruments and focus groups to gain a comprehensive understanding of the effect of the model on students, faculty, and the community. Student growth in interprofessional competencies, measured with the Interprofessional Education Collaborative Self-Assessment Tool and the Interprofessional Socialization and Valuing Scale, indicates significant difference pre/post-participation. Four themes were identified from the focus groups highlighting the impact of the clinical education model: interprofessional teamwork, an unorthodox learning environment, delivery of primary and secondary prevention in the community, and reaching underserved populations. This clinical education model has promising utility in providing an interprofessional clinical learning environment while serving the community.

KEYWORDS:

• Clinical practice sites
• interprofessional practice
• student-led clinic
• community-based care

Acknowledgments

This study contributes to an evidence-based practice project for partial fulfillment of the requirements for the degree of Doctor of Nursing Practice at Winona State University, Winona, Minnesota. This project would not have succeeded without the contributions of community partners, specifically those individuals serving on the advisory committee and colleagues at Winona State University. Thank you to the Winona State University Foundation for the resources necessary to start this endeavor.

Additional information

Funding

This project was supported in part by grants from the Winona State University Foundation and Winona State University Learning and Community Engagement Committee. The author would also like to express gratitude to the many individuals who supported this project. Tisha Hooks, Statistician, Dr. Sandra Paddock, and Dr. Teddy Thompson, serving on the committee providing guidance, expertise, and inherent support of this project.

Notes on contributors

Jennifer R. Timm

Jennifer R. Timm is a nursing professor at Winona State University, with expertise in community and public health nursing, leadership, and interprofessional practice.  Dr. Timm is passionate about improving systems in community-based health care and creating interprofessional learning environments for students.  She has led numerous innovations in interprofessional work, including the redesign of care access in a mental health and substance abuse clinic, implementation of a Health in All Policy in a rural county, and the integration of outpatient mental health and substance abuse services.

Lisa L. Schnepper

Dr. Lisa L. Schnepper is a certified family nurse practitioner and professor emeritus at Winona State University, where she coordinated the primary care Nurse Practitioner programs (AGPCNP and FNP) for 18 years. Dr. Schnepper has a passion for primary care and service to underserved populations. She was instrumental in the development of a free clinic for immigrants and refugees at a literacy center, in addition to work with the Ministry of Health (Nurse Training Unit) in Tanzania.  She currently works to improve accessible and affordable healthcare in her local communities.