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A Novel Interprofessional Education and Supervision Student Placement Model: Student and Clinical Educator Perspectives and Experiences

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  • Priya Martin

    (Rural Clinical School, Faculty of Medicine, The University of Queensland, Toowoomba, QLD 4350, Australia
    School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD 4067, Australia
    Cunningham Centre, Darling Downs Health, Toowoomba, QLD 4350, Australia)

  • Anne Hill

    (School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD 4067, Australia)

  • Martelle Ford

    (Rural Clinical School, Faculty of Medicine, The University of Queensland, Toowoomba, QLD 4350, Australia
    Cunningham Centre, Darling Downs Health, Toowoomba, QLD 4350, Australia)

  • Tessa Barnett

    (School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, QLD 4067, Australia)

  • Nicky Graham

    (Cairns Hospital and Health Service, Cairns, QLD 4870, Australia)

  • Geoff Argus

    (Southern Queensland Rural Health, The University of Queensland, Toowoomba, QLD 4350, Australia
    School of Psychology and Counselling, University of Southern Queensland, Toowoomba, QLD 4350, Australia)

Abstract

Interprofessional student placements can not only cater to the added pressures on student placement numbers but can also enhance the work readiness of new graduates. For rural areas, there is a potential for interprofessional student placements to attract the future healthcare workforce. However, tried and tested models of interprofessional placements in rural areas backed up by rigorous evaluation, remain scarce. The Rural Interprofessional Education and Supervision (RIPES) model was developed, implemented, and evaluated across four rural health services in Queensland to address this gap. Students from two or more professions undertook concurrent placements at RIPES sites, with a placement overlap period of at least five weeks. Eleven focus groups ( n = 58) with clinical educators (CEs) and students were conducted to explore student and clinical educator experiences and perspectives. Content analysis of focus group data resulted in the development of the following categories: value of the RIPES placement model, unintended benefits to CEs, work units and rural areas, tension between uni-professional and IPE components, and sustainability considerations. Students and CEs alike valued the learning which arose from participation in the model and the positive flow-on effects to both patient care and work units. This unique study was undertaken in response to previous calls to address a gap in interprofessional education models in rural areas. It involved students from multiple professions and universities, explored perspectives and experiences from multiple stakeholders, and followed international best practice interprofessional education research recommendations. Findings can inform the future use and sustainability of the RIPES model.

Suggested Citation

  • Priya Martin & Anne Hill & Martelle Ford & Tessa Barnett & Nicky Graham & Geoff Argus, 2022. "A Novel Interprofessional Education and Supervision Student Placement Model: Student and Clinical Educator Perspectives and Experiences," IJERPH, MDPI, vol. 19(17), pages 1-12, August.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:17:p:10734-:d:900382
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    References listed on IDEAS

    as
    1. Jens Holst, 2020. "Increasing Rural Recruitment and Retention through Rural Exposure during Undergraduate Training: An Integrative Review," IJERPH, MDPI, vol. 17(17), pages 1-19, September.
    2. Priya Martin & Monica Moran & Nicky Graham & Anne Hill, 2021. "The Integral Role of Organisational Governance in Promoting Interprofessional Education in Rural Settings," IJERPH, MDPI, vol. 18(6), pages 1-8, March.
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