Interprofessional education in a rural community: the perspectives of the clinical workplace providers
Kelly Pelham 1 , Margot A. Skinner 2 , Patrick McHugh 1 , Susan Pullon 11 Department of Primary Health Care & General Practice, University of Otago, Wellington, New Zealand
2 School of Physiotherapy, University of Otago, Dunedin, New Zealand
Correspondence to: Dr Margot A. Skinner, School of Physiotherapy, University of Otago, PO Box 56 Dunedin, New Zealand. Email: margot.skinner@otago.ac.nz
Journal of Primary Health Care 8(3) 210-219 https://doi.org/10.1071/HC16010
Published: 27 September 2016
Journal Compilation © Royal New Zealand College of General Practitioners 2016.
This is an open access article licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Abstract
INTRODUCTION: Interprofessional education is internationally recognised as a key element in preparing a collaborative practice-ready health workforce, for improving health care outcomes and patient-centred practice. The Tairāwhiti interprofessional education (TIPE) programme was introduced in 2012 in a rural area with a high Māori population. Students from seven health professions: dentistry, dietetics, medicine, nursing, occupational therapy, pharmacy and physiotherapy participated in clinical rotations as well as working in Māori communities with Māori health providers.
AIM: The primary aim was to retrospectively investigate clinical workplace providers’ perspectives on their participation in the TIPE project over its first 3 years.
METHODS: Face-to-face, semi-structured interviews were completed with 16 clinical workplace providers involved in TIPE. A qualitative approach using template analysis methodology and a priori themes was used to identify predominant themes from the providers’ perspectives.
RESULTS: All 16 providers reported positive experiences during their involvement in TIPE and wished to continue with this educational model. Benefits described included greater interprofessional collaboration at the workplace; improved engagement between students and providers; enhanced patient-centred care, particularly with Māori and whānau; and positive outcomes from community projects undertaken by the students. Although providers acknowledged additional costs on time, pressure on staff and extra workloads, all confirmed that the benefits from the project far outweighed the costs.
CONCLUSION: From the providers’ perspectives, the TIPE project met its objectives. Furthermore, providers noted several students had re-located back to Tairāwhiti to work as health professionals, which suggests that investment in TIPE adds long-term value to the community.
KEYWORDS: Interprofessional education, providers’ perspective, rural community, interprofessional collaboration
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