Combining participatory action research and appreciative inquiry to design, deliver and evaluate an interdisciplinary continuing education program for a regional health workforce

Abstract

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. 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. 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. 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. 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. 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. 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.

An appreciative inquiry to identify the continuing education needs of Aboriginal and Torres Strait Islander health practitioners in regional Queensland

“…IPE is recommended to help members of the health workforce to learn from and about each other (Hendrick et al ., 2014). The advantages of IPE include collaborative learning, shared understanding and inter-disciplinary communication leading to appreciation and respect of each-other's role (Martyn et al ., 2019). Integrating Practitioner CE IPE programmes would strengthen professional relationships and promote Practitioner access to CE (Weston, 2011; Martyn et al ., 2019).…”

“…The advantages of IPE include collaborative learning, shared understanding and inter-disciplinary communication leading to appreciation and respect of each-other's role (Martyn et al ., 2019). Integrating Practitioner CE IPE programmes would strengthen professional relationships and promote Practitioner access to CE (Weston, 2011; Martyn et al ., 2019). Moreover, the Practitioner is in the best position to determine their educational needs because their diverse roles and if IPE were available they could self-select appropriate CE.…”

Development of a nurse-manager dualistic intervention program to alleviate burnout among nurses based on the appreciative inquiry

“…Through this 4D (discovery, dream, design, and destiny) cyclical process, AI provides a flexible framework for discovering and utilizing personal strengths and organizational resources to achieve organizational goals. AI has been widely employed in several fields, such as education (Stulz et al, 2021 ), organization management (Martyn et al, 2019 ), and healthcare promotion (Shrivastava et al, 2020 ), and is proven to be an effective method in generating personal growth (Sturm et al, 2020 ), leadership promotion (Bleich and Hessler, 2016 ), environment change (Ebert et al, 2020 ), capacity building (Magnussen et al, 2019 ), and organizational development (Hilde et al, 2010 ).…”

Analysis of a Blended, In-Service, Continuing Education Course in a Public Health System: Lessons for Education Providers and Healthcare Managers

“…Globally, accessibility and lack of time are the main barriers identified for pharmacists to engage in continuing professional development (CPD) and CE activities (10). It is worth highlighting that CE attendance constraints for the regional healthcare workforce include cost, workplace, personal factors (11), and important constraints related to geographical access (12). Such factors affect educational outcomes and health services worldwide and particularly in Brazil because it is the largest country in South America, with 5,570 municipalities, and presents huge regional and social inequalities.…”