ORCID Profile
0000-0001-9580-0390
Current Organisation
Curtin University
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Publisher: Informa UK Limited
Date: 03-05-2017
DOI: 10.1080/13561820.2017.1308318
Abstract: Interprofessional education in practice settings typically requires greater resource investment than in the classroom or online. Increased interest in return on investment means research on the outcomes of practice-based interprofessional education is needed. In this article, we report findings from a qualitative study involving a series of focus groups with health sciences' students during their interprofessional placements in three community health settings in Western Australia. An exploratory case study approach was adopted to determine students' perceptions of the placement and their learning. The presage-process-product (3P) model of learning and teaching was employed to illuminate to the nature of this interprofessional education experience. Verbatim transcripts were analysed by two researchers using an inductive approach to derive key themes. Findings illuminate a number of factors that strongly influenced student perceptions of their learning in interprofessional practice-based placements including a dedicated space to collaborate and learn exposure to a wide range of professions in practice settings the approach of the facilitators and students' previous clinical experience, year level and the timing of the placement. Students reported that the placement enhanced their knowledge, professional communication, leadership, understanding of other health professions and collaboration. This study provides contemporary insight into key factors that influence student learning during practice-based interprofessional placements.
Publisher: Informa UK Limited
Date: 02-07-2020
Publisher: Informa UK Limited
Date: 11-2013
DOI: 10.3109/13561820.2013.811639
Abstract: Royal Perth Hospital, in partnership with Curtin University, established the first interprofessional student training ward in Australia, based on best practice from Europe. Evaluation of the student and client experience was undertaken. Feedback from all stakeholders was obtained regularly as a key element of the quality improvement process. An interprofessional practice program was established with six beds within a general medical ward. This provided the setting for 2- to 3-week clinical placements for students from medicine, nursing, physiotherapy, occupational therapy, social work, pharmacy, dietetics and medical imaging. Following an initial trial, the training ward began with 79 students completing a placement. An interprofessional capability framework focused on the delivery of high quality client care and effective teamwork underpins this learning experience. Quantitative outcome data showed not only an improvement in students' attitudes towards interprofessional collaboration but also acquisition of a high level of interprofessional practice capabilities. Qualitative outcome data from students and clients was overwhelmingly positive. Suggestions for improvement were identified. This innovative learning environment facilitated the development of the students' knowledge, skills and attitudes required for interprofessional, client centred collaborative practice. Staff reported a high level of compliance with clinical safety and quality.
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 27-08-2020
Publisher: Springer Science and Business Media LLC
Date: 22-09-2023
Publisher: Informa UK Limited
Date: 20-08-2019
DOI: 10.1080/13561820.2019.1645649
Abstract: The majority of studies exploring the impact of interprofessional education (IPE) for pre-licensure health professionals have focused on IPE experiences in the classroom, online or through simulation. Research into IPE in clinical settings has been carried out, however, to date most studies have focused on short-term outcomes related to learner reaction, attitudes and perceptions, and knowledge and skills. This study adds to the literature investigating IPE in clinical settings for pre-licensure health professionals by investigating the experiences of learners who, following their IPE clinical placement, had moved into other clinical (workplace) environments. To understand what, if any, influence the clinical IPE experience had on their subsequent professional practice, 13 participants (students and graduates) from five professions were interviewed. Inductive thematic analysis identified that, following their IPE placement, participants engaged in interprofessional practice by seeking and sharing information, embedding other professional goals into patient sessions and conducting joint sessions. Several factors influenced the ability and capacity to collaborate at the in idual and organisation level. Findings from this study suggest that the dedicated IPE placements enhanced both student and graduate openness and ability to collaborate with other professions in subsequent clinical workplace settings.
Publisher: Informa UK Limited
Date: 30-03-2021
Publisher: Informa UK Limited
Date: 13-02-2020
Publisher: Elsevier BV
Date: 2016
Publisher: Informa UK Limited
Date: 16-02-2021
Publisher: Informa UK Limited
Date: 17-02-2022
Publisher: Informa UK Limited
Date: 17-06-2019
No related grants have been discovered for Margo Brewer.