Abstract
One of the key challenges with implementing and sustaining interprofessional education initiatives is the lack of governance structures and processes to guide them. This case study presents a process evaluation of an intersectoral advisory group that facilitated a novel interprofessional clinical education model in rural health settings in the state of Queensland, Australia. The group consisted of health and academic partners to guide the implementation and promote sustainability of this new model. The advisory group process was evaluated mid-way and at conclusion of the group functions, using focus group discussions. The focus group audio recordings were transcribed verbatim and subjected to inductive content analysis. Categories were developed for reporting. Three broad categories were identified: Characteristics of the group, functions of the group and multifaceted communication within the group and between sectors. By identifying and mapping the processes used by a strategic, high-level intersectoral advisory group consisting of members from the health and academic fields, key recommendations have been formulated to guide similar work in the future.
Highlights
For over three decades, the vital role of interprofessional education (IPE) and interprofessional practice in improving outcomes for patients and health organisations has been identified and promoted internationally [1,2]
It is crucial for rural healthcare settings to embed IPE in pre-registration clinical placements, as they enhance the placement experience [3], which is an important driver of rural workforce recruitment and retention [4]
The Rural Interprofessional Education and Supervision (RIPES) advisory group meetings occurred via teleconference as members were geographically dispersed across two states
Summary
The vital role of interprofessional education (IPE) and interprofessional practice in improving outcomes for patients and health organisations has been identified and promoted internationally [1,2]. Delivery of IPE to pre-entry health professional students is a key strategy to ensure that the emerging health workforce has the required capabilities to successfully work interprofessionally, and that interprofessional practice is embedded in health service delivery in the future. It is crucial for rural healthcare settings to embed IPE in pre-registration clinical placements, as they enhance the placement experience [3], which is an important driver of rural workforce recruitment and retention [4].
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