Interprofessional clinical education: Clinicians’ views on the importance of leadership

Missen, Karen; Jacob, Élisabeth; Barnett, Tony; Walker, Lorraine; Cross, Merylin

doi:10.1016/j.colegn.2011.10.002

Cited by 15 publications

(16 citation statements)

References 20 publications

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“…During clinical placements, the opportunities to undertake activities are invariably led and facilitated by the clinician who plays a key role in student participation and creating a flexible and supportive environment for IPE 17 . The results support existing evidence that rural CLEs provide significant opportunities to promote and deliver IPE for health care students, 4‐6,18 although there are impactful challenges for clinicians 18,19 …”

Section: Discussion/comment/conclusionsupporting

confidence: 58%

Interprofessional education in rural clinical learning environments: The role of clinicians

Walker

Barnett

Cross

2021

Australian J Rural Health

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Section: Discussion/comment/conclusionsupporting

confidence: 58%

Interprofessional education in rural clinical learning environments: The role of clinicians

Walker

Barnett

Cross

2021

Australian J Rural Health

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“…A total of 41 studies were included in the final synthesis . Study characteristics are summarised in Tables .…”

Section: Resultsmentioning

confidence: 99%

‘Bumping along’: a qualitative metasynthesis of challenges to interprofessional placements

et al. 2019

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Context Interprofessional practice is required to manage complex health care needs globally. It is well established that interprofessional placements (IPP) prepare students to work collaboratively, yet IPP implementation remains limited and disjointed. Objectives This review synthesised student, educator and service user perspectives in order to better understand challenges of IPP and provide recommendations for sustainable IPP implementation. Methods A systematic metasynthesis of qualitative literature sourced from databases including CINAHL, Embase and PsycINFO was completed. Studies that incorporated student, educator and/or service user perspectives on IPP experiences were included. We focused specifically on factors limiting implementation of IPP. The presage‐process‐product (3P) theory provided the theoretical framework for inductive synthesis of 41 empirical studies. A confidence rating for findings was formulated using CERQual (confidence in evidence from reviews of qualitative research). Results We developed three themes, which represent key challenges to IPP becoming embedded in placement culture: (i) thin theoretical foundations underpinned IPP, limiting understanding of the learning processes involved; (ii) implementation relied heavily on individual champions, which curtails investment and sustainability when personnel change, and (iii) students, educators and service users were unsure of the function of IPP and their respective roles, leading to uncertainty along with some negative perceptions of this placement approach. Conclusions In line with the 3P theoretical framework, IPP would benefit from explicit connections with educational and change management theories during presage stage IPP requires coordinated leadership and resource investment, and during product stage clear integration of interprofessional learning outcomes in curricula is advised. Addressing the identified challenges across the stages of IPP will support further development of IPP, firmly establishing this approach within placement culture. IPP can them make a significant contribution to the development of a collaborative practice‐ready workforce. This in turn will enhance service user outcomes and safety.

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“…There is evidence from the global literature that training students in rural areas increases the likelihood of them choosing rural practice (Longombe, 2009;Smucny et al, 2005;Wang, 2002;Wilson et al, 2009) and this has also been found in the South African context . Furthermore, studies in Australia have demonstrated an even greater effect from combining rural origin with rural training (Walker et al, 2012). This is also one of the wHO global Policy recommendations (WHO, 2010).…”

Section: Consensus Study Reportmentioning

confidence: 92%

“…They also emphasise that the extent to which the clinical workplace promotes IPECP influences the sustainability of these skills following graduation/qualification. In this regard, Missen et al (2012) believe that the inclusion of IPECP in the mission statements of health services is important. This, in addition to a clear university/health sciences faculty vision and mission statement that espouses IPECP, is crucial for staff buy-in and retention, and for students when choosing an institution at which to study.…”

Section: B No Shared Vision Co-ordination and Collaboration Across Smentioning

confidence: 99%

“…not mutually exclusive and are constantly interacting to exert a negative effect on embedding IPE into curricula Missen et al (2012). point to a lack of government and political encouragement; insufficient organisational and administrative support; regulatory requirements; and, resistance from higher education institutions to implement curricula change(ginsburg and Tregunno, 2005; kvarnstrom, 2008;Stone (2007) inMissen et al, 2012).…”

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confidence: 99%

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Reconceptualising Health Professions Education in South Africa

2018

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Reproduction is permitted, provided the source and publisher are appropriately acknowledged. The Academy of Science of South Africa (ASSAf) was inaugurated in May 1996. It was formed in response to the need for an Academy of Science consonant with the dawn of democracy in South Africa: activist in its mission of using science and scholarship for the benefit of society, with a mandate encompassing all scholarly disciplines that use an open-minded and evidence-based approach to build knowledge. ASSAf thus adopted in its name the term 'science' in the singular as reflecting a common way of enquiring rather than an aggregation of different disciplines. Its Members are elected on the basis of a combination of two principal criteria, academic excellence and significant contributions to society.

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Interprofessional clinical education: Clinicians’ views on the importance of leadership

Cited by 15 publications

References 20 publications

Interprofessional education in rural clinical learning environments: The role of clinicians

Interprofessional education in rural clinical learning environments: The role of clinicians

‘Bumping along’: a qualitative metasynthesis of challenges to interprofessional placements

Reconceptualising Health Professions Education in South Africa

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