Exploring interprofessional education and collaborative practice in Australian rural health services

ABSTRACT

This article explores how work-based interprofessional education (IPE) influences collaborative practice in rural health services in Australia. Using a qualitative case study design, three rural hospitals were the focal point of the project. Marginal participant observations (98 hours) and semistructured interviews (n = 59) were undertaken. Participants were medical practitioners, nursing and midwifery professionals, physiotherapists, paramedics, social workers and administrative staff, who provided services in relation to each hospital. Data in the form of audio recordings and field notes, including researcher reflections were recorded over a three-year period. Whilst this study comprised of three phases, this article explores the extent to which collaborative practice was present or not before and after IPE. An inductive content analysis resulted in the following themes: Conceptualizing Collaborative Practice, Profession-Driven Education, and Professional Structures and Socialization. Community of practice theory is used to explore the barriers created through profession-based communities of practice.

KEYWORDS:

• Case study
• interprofessional education
• collaborative
• work-based learning
• professional socialisation
• communities of practice

Additional information

Notes on contributors

Lyn Frances Gum

Lyn Frances Gum is a midwifery lecturer whose current interest is to embed interprofessional education into the undergraduate setting.

Linda Sweet

Linda Sweet is a nurse and midwife academic with a keen interest in interprofessional education.

Jennene Greenhill

Jennene Greenhill is a leader in health professional education and research and aspires to influence health policy and improve the workforce to benefit communities.

David Prideaux

David Prideaux is Emeritus Professor of Medical Education with expertise in curriculum development, assessment and evaluation.