Combining participatory action research and appreciative inquiry to design, deliver and evaluate an interdisciplinary continuing education program for a regional health workforce
Julie-Anne Martyn A F , Jackie Scott E , Jasper H. van der Westhuyzen B , Dale Spanhake C , Sally Zanella D , April Martin A and Ruth Newby AA University of the Sunshine Coast, Fraser Coast Campus, Old Maryborough Road, Hervey Bay, Qld 4655, Australia. Email: amartin2@usc.edu.au; rnewby@usc.edu.au
B Galangoor Duwalami Primary Health Service, 7/11 Central Avenue, Pialba, Qld 4655, Australia. Email: jazwest@westnet.com.au
C Wide Bay Hospital and Health Service, PO Box 592, Hervey Bay, Qld 4655, Australia. Email: dale.spanhake@health.qld.gov.au
D Bolton Clarke, 99 Doolong Road, Kawungan, Qld 4655, Australia. Email: szanella@boltonclarke.com.au
E Retired. Email: ja.scott888@bigpond.com.au
F Corresponding author. Email: jmartyn@usc.edu.au
Australian Health Review 43(3) 345-351 https://doi.org/10.1071/AH17124
Submitted: 12 May 2017 Accepted: 25 January 2018 Published: 12 June 2018
Abstract
Objective Continuing education (CE) is essential for a healthcare workforce, but in regional areas of Australia there are challenges to providing and accessing relevant, reliable and low-cost opportunities. The aim of the present study was to collaborate with the local regional healthcare workforce to design, deliver and evaluate an interdisciplinary CE (ICE) program.
Methods A participatory action research (PAR) model combined with an appreciative inquiry (AI) framework was used to design, deliver and evaluate an ICE program. A focus group of 11 health professionals developed an initial program. Evaluation data from 410 program participants were analysed using AI.
Results The ICE program addressed the CE barriers for the regional healthcare workforce because the locally derived content was delivered at a reasonable cost and in a convenient location. Program participants identified that they most valued shared experiences and opportunities enabling them to acquire and confirm relevant knowledge.
Conclusion ICE programs enhance interdisciplinary collaboration. However, attendance constraints for regional healthcare workforce include location, cost, workplace and personal factors. Through community engagement, resource sharing and cooperation, a local university and the interdisciplinary focus group members successfully designed and delivered the local education and research nexus program to address a CE problem for a regional healthcare workforce.
What is known about the topic? Participation in CE is mandatory for most health professionals. However, various barriers exist for regional health workers to attending CE. Innovative programs, such as webinars and travelling workshops, address some of the issues but create others. Bringing various health workers together for the simultaneous education of multiple disciplines is beneficial. Collectively, this is called ICE.
What does this paper add? Using PAR combined with AI to design an ICE program will focus attention on the enablers of the program and meet the diverse educational needs of the healthcare workforce in regional areas. Engaging regional health professionals with a local university to design and deliver CE is one way to increase access to quality, cost-effective education.
What are the implications for practitioners? Regional healthcare workers’ CE needs are more likely to be met when education programs are designed by them and developed for them. ICE raises awareness of the roles of multiple healthcare disciplines. Learning together strengthens healthcare networks by bolstering relationships through a greater understanding of each other’s roles. Enriching communication between local health workers has the potential to enhance patient care.
Additional keywords: community engagement, interprofessional, multidisciplinary, professional development.
References
[1] Australian Health Practitioner Regulation Authority. Continuing professional development. 2016. Available at http://www.ahpra.gov.au/Education/Continuing-Professional-Development.aspx [Verified 4 May 2018].[2] World Health Organization. Working together for health. The world health report 2006. 2006. Available at http://www.who.int/whr/2006/whr06_en.pdf?ua=1 [Verified 4 May 2018].
[3] Summers A, Dickerson PS, Lubejko BG. Continuing professional development in Australia: barriers and support. J Contin Educ Nurs 2015; 46 337–9.
| Continuing professional development in Australia: barriers and support.Crossref | GoogleScholarGoogle Scholar |
[4] Manusov E, Ronnau J, Vela L, Lydia A, Galke C. Engagement and co-production: building an inter-professional integrated medical education and clinical practice. Int J Integr Care 2015; 15 1–2.
| Engagement and co-production: building an inter-professional integrated medical education and clinical practice.Crossref | GoogleScholarGoogle Scholar |
[5] Hegney D, Tuckett A, Parker D, Robert E. Access to and support for continuing professional education amongst Queensland nurses: 2004 and 2007. Nurse Educ Today 2010; 30 142–9.
| Access to and support for continuing professional education amongst Queensland nurses: 2004 and 2007.Crossref | GoogleScholarGoogle Scholar |
[6] Schoo MM, Stagnitti KE, McNamara KP. The evolution of a state-wide continuing education programme for allied health professionals. Int J Ther Rehabil 2008; 15 60–7.
| The evolution of a state-wide continuing education programme for allied health professionals.Crossref | GoogleScholarGoogle Scholar |
[7] Norman CD, Charnaw-Burger J, Yip AL, Saad S, Lombardo C. Designing health innovation networks using complexity science and systems thinking: the CoNEKTR model. J Eval Clin Pract 2010; 16 1016–23.
| Designing health innovation networks using complexity science and systems thinking: the CoNEKTR model.Crossref | GoogleScholarGoogle Scholar |
[8] García-Huidobro D, Skewes S, Barros X, Pizarro C, Gawinski BA. Learning together to work together: interprofessional education for students in a primary care setting in Chile. Fam Med 2013; 45 272–5.
[9] Schneider PJ, Pedersen CA, Montnya KR, Curran CR, Harpe SE, Bohenek W, Perrato B, Swan TJ, Wellman KE. Improving the safety of medication administration using an interactive CD-ROM program. Am J Health Syst Pharm 2006; 63 59–64.
| Improving the safety of medication administration using an interactive CD-ROM program.Crossref | GoogleScholarGoogle Scholar |
[10] Katsikitis M, McAllister M, Sharman R, Raith L, Faithfull-Byrne A, Priaulx R. Continuing professional development in nursing in Australia: current awareness, practice and future directions. Contemp Nurse 2013; 45 33–45.
| Continuing professional development in nursing in Australia: current awareness, practice and future directions.Crossref | GoogleScholarGoogle Scholar |
[11] Stagnitti K, Schoo A, Reid C, Dunbar J. Access and attitude of rural allied health professionals to CPD and training. Int J Ther Rehabil 2005; 12 355–62.
| Access and attitude of rural allied health professionals to CPD and training.Crossref | GoogleScholarGoogle Scholar |
[12] MacVicar R, Williamson A, Cunningham D, Watt G. What are the CPD needs of GPs working in areas of high deprivation? Report of a focus group meeting of ‘GPs at the Deep End’. Educ Prim Care 2015; 26 139–45.
| What are the CPD needs of GPs working in areas of high deprivation? Report of a focus group meeting of ‘GPs at the Deep End’.Crossref | GoogleScholarGoogle Scholar |
[13] Strawbridge JD, Barrett AM, Barlow JW. Interprofessional ethics and professionalism debates: findings from a study involving physiotherapy and pharmacy students. J Interprof Care 2014; 28 64–5.
| Interprofessional ethics and professionalism debates: findings from a study involving physiotherapy and pharmacy students.Crossref | GoogleScholarGoogle Scholar |
[14] Blockstein WL. Interdisciplinary continuing education. Mobius 1983; 3 60–75.
| Interdisciplinary continuing education.Crossref | GoogleScholarGoogle Scholar |
[15] Reeves S, Perrier L, Goldman J, Freeth D, Zwarenstein M. Interprofessional education: effects on professional practice and healthcare outcomes (update). Cochrane Database Syst Rev 2013; 3 CD002213
[16] Brown D, Behringer B, Smith P, Townsend TOM, Wachs JOY, Stanifer L, Goodrow B. Graduate health professions education: an interdisciplinary university–community partnership model 1996–2001. Educ Health 2003; 16 176–88.
| Graduate health professions education: an interdisciplinary university–community partnership model 1996–2001.Crossref | GoogleScholarGoogle Scholar |
[17] Lotrecchiano GR, McDonald PL, Lyons L, Long T, Zajicek-Farber M. Blended learning: strengths, challenges, and lessons learned in an interprofessional training program. Matern Child Health J 2013; 17 1725–34.
| Blended learning: strengths, challenges, and lessons learned in an interprofessional training program.Crossref | GoogleScholarGoogle Scholar |
[18] Epstein NE. Multidisciplinary in-hospital teams improve patient outcomes: a review. Surg Neurol Int 2014; 5 295–303.
| Multidisciplinary in-hospital teams improve patient outcomes: a review.Crossref | GoogleScholarGoogle Scholar |
[19] Bushe GR, Kassam AF. When is appreciative inquiry transformational? A meta-case analysis. J Appl Behav Sci 2005; 41 161–81.
| When is appreciative inquiry transformational? A meta-case analysis.Crossref | GoogleScholarGoogle Scholar |
[20] Bushe GR. Five theories of change embedded in appreciative inquiry. In: Cooperrider D, Sorenson P, Yeager T, Whitney D, editors. Appreciative inquiry: foundations in positive organisation development. Champaign, IL, USA: Stipes; 2005. pp. 121–32.
[21] Egan TM, Lancaster CM. Comparing appreciative inquiry to action research: OD practitioner perspectives. Organ Dev J 2005; 23 29–49.
[22] Haji F, Morin M-P, Parker K. Rethinking programme evaluation in health professions education: beyond ‘did it work?’. Med Educ 2013; 47 342–51.
| Rethinking programme evaluation in health professions education: beyond ‘did it work?’.Crossref | GoogleScholarGoogle Scholar |
[23] Fraser Coast Regional Council. Fraser Coast Regional Council community profile. 2016. Available at http://profile.id.com.au/fraser-coast [Verified 10 May 2018].
[24] Queensland Health. Hervey Bay Hospital. 2016. Available at https://www.health.qld.gov.au/services/widebay/wb-herveybay.asp [Verified 10 May 2018].
[25] Cleary M, Hunt GE. Building community engagement in nursing. J Contin Educ Nurs 2010; 41 344–5.
| Building community engagement in nursing.Crossref | GoogleScholarGoogle Scholar |
[26] Peck K, Furze J, Black L, Flecky K, Nebel A. Interprofessional collaboration and social responsibility: utilizing community engagement to assess faculty and student perception. Int J Interdiscip Soc Sci Annu Rev 2010; 5 205–222.
| Interprofessional collaboration and social responsibility: utilizing community engagement to assess faculty and student perception.Crossref | GoogleScholarGoogle Scholar |
[27] Pitt M, Kelley A, Carr J. Implementing interprofessional learning in the community setting. Br J Community Nurs 2014; 19 291–6.
| Implementing interprofessional learning in the community setting.Crossref | GoogleScholarGoogle Scholar |
[28] Ross K, Barr J, Stevens J. Mandatory continuing professional development requirements: what does this mean for Australian nurses. BMC Nurs 2013; 12 9
| Mandatory continuing professional development requirements: what does this mean for Australian nurses.Crossref | GoogleScholarGoogle Scholar |
[29] Murray C, Lawry J. Maintenance of professional currency: perceptions of occupational therapists. Aust Occup Ther J 2011; 58 261–9.
| Maintenance of professional currency: perceptions of occupational therapists.Crossref | GoogleScholarGoogle Scholar |
[30] Stagnitti K, Schoo A, Reid C, Dunbar J. Access and attitude of rural allied health professionals to CPD and training. Int J Ther Rehabil 2005; 12 355–62.
| Access and attitude of rural allied health professionals to CPD and training.Crossref | GoogleScholarGoogle Scholar |
[31] Walsh A, Mitchell A. A pilot study exploring Australian general practice nurses’ roles, responsibilities and professional development needs in well and sick child care. Neonatal Paediatr Child Health Nurs 2013; 16 21–6.
[32] Halcomb E, Meadley E, Streeter S. Professional development needs of general practice nurses. Contemp Nurse 2009; 32 201–10.
| Professional development needs of general practice nurses.Crossref | GoogleScholarGoogle Scholar |
[33] Morphet J, Holden K. Get ENERGISED: professional development for emergency nurses. Australas Emerg Nurs J 2011; 14 189–95.
| Get ENERGISED: professional development for emergency nurses.Crossref | GoogleScholarGoogle Scholar |
[34] Katsikitis M, McAllister M, Sharman R, Raith L, Faithfull-Byrne A, Priaulx R. Continuing professional development in nursing in Australia: current awareness, practice and future directions. Contemp Nurse 2013; 45 33–45.
| Continuing professional development in nursing in Australia: current awareness, practice and future directions.Crossref | GoogleScholarGoogle Scholar |
[35] Tourse RW, Mooney JF, Shindul-Rothschild J, Prince J, Pulcini JA, Platt S, Savransky H. The university/community partnership: transdisciplinary course development. J Interprof Care 2008; 22 461–74.
| The university/community partnership: transdisciplinary course development.Crossref | GoogleScholarGoogle Scholar |
[36] McCormack D, Buck D, McGraw B. A partnership model evolves from a living inventory of engagement. Nurs Leadersh 2010; 23 61–80.
| A partnership model evolves from a living inventory of engagement.Crossref | GoogleScholarGoogle Scholar |
[37] Gould D, Kelly D, White I, Glen S. The impact of commissioning processes on the delivery of continuing, professional education for cancer and palliative care. Nurse Educ Today 2004; 24 443–51.
| The impact of commissioning processes on the delivery of continuing, professional education for cancer and palliative care.Crossref | GoogleScholarGoogle Scholar |
[38] Hammick M, Freeth D, Koppel I, Reeves S, Barr H. A best evidence systematic review of interprofessional education: BEME Guide number 9. Med Teach 2007; 29 735–51.
| A best evidence systematic review of interprofessional education: BEME Guide number 9.Crossref | GoogleScholarGoogle Scholar |
[39] Smith KM, Else F, Crookes PA. Engagement and academic promotion: a review of the literature. High Educ Res Dev 2014; 33 836–47.
| Engagement and academic promotion: a review of the literature.Crossref | GoogleScholarGoogle Scholar |
[40] Moran AM, Coyle J, Pope R, Boxall D, Nancarrow SA, Young J. Supervision, support and mentoring interventions for health practitioners in rural and remote contexts: an integrative review and thematic synthesis of the literature to identify mechanisms for successful outcomes. Hum Resour Health 2014; 12 10–30.
| Supervision, support and mentoring interventions for health practitioners in rural and remote contexts: an integrative review and thematic synthesis of the literature to identify mechanisms for successful outcomes.Crossref | GoogleScholarGoogle Scholar |
[41] Aday DP, Weeks JK, Sherman CE, Marty RA, Silverstein RL. Developing conceptual and methodological foundations in community engagement. J Community Engagem Scholarsh 2015; 8 15–24.
[42] Baquet CR, Bromwell JL, Hall MB, Frego JF. Rural community–academic partnership model for community engagement and partnered research. Prog Community Health Partnersh 2013; 7 281–90.
| Rural community–academic partnership model for community engagement and partnered research.Crossref | GoogleScholarGoogle Scholar |
[43] Campbell B. Applying knowledge to generate action: a community-based knowledge translation framework. J Contin Educ Health Prof 2010; 30 65–71.
| Applying knowledge to generate action: a community-based knowledge translation framework.Crossref | GoogleScholarGoogle Scholar |
[44] Martin EM, Pyles L. Social work in the engaged university. J Soc Work Educ 2013; 49 635–45.
| Social work in the engaged university.Crossref | GoogleScholarGoogle Scholar |
[45] Doyle L. The role of universities in the ‘cultural health’ of their regions: universities’ and regions’ understandings of cultural engagement. Eur J Educ 2010; 45 466–80.
| The role of universities in the ‘cultural health’ of their regions: universities’ and regions’ understandings of cultural engagement.Crossref | GoogleScholarGoogle Scholar |
[46] Duke J, Moss C. Re-visiting scholarly community engagement in the contemporary research assessment environments of Australasian universities. Contemp Nurse 2009; 32 30–41.
| Re-visiting scholarly community engagement in the contemporary research assessment environments of Australasian universities.Crossref | GoogleScholarGoogle Scholar |
