A student-led, interprofessional care, community-based healthcare service: Student, clinical educator and client perceptions of interprofessional care and education
DOI:
https://doi.org/10.11157/fohpe.v23i1.476Keywords:
Interprofessional relations, interdisciplinary communication, clinical education, allied healthAbstract
Introduction: Interprofessional clinical placements present an opportunity for students to enhance their competence in interprofessional practice. Student-led clinics have been shown to be effective for a variety of outcomes, but the experience of students in relation to their development of skills and the perspectives of clinical educators and clients are unknown. This study aimed to investigate student, clinical educator and client experiences, along with perspectives of interprofessional care and interprofessional education in an interprofessional, community-based health service.
Methods: This study implemented a mixed methods design through the administration of self-report surveys, focus groups and semi-structured interviews of key stakeholders, including students undertaking full-time placements, clinical educators and clients, in 2019. Survey data were analysed quantitatively, and qualitative data were subject to thematic analysis.
Results: Students reported increased confidence to deliver interprofessional care and attributed this in part to their clinical educators. Clinical educators felt equipped and prepared to deliver interprofessional education activities and displayed high levels of confidence in their ability to provide feedback. Clients were confident in the students’ abilities to be involved in their care and understood the role of the educators. Clients also acknowledged an appreciation of teamwork between students.
Conclusions: The results of this study indicate an interprofessional student-led clinical placement increased student confidence in their ability to deliver interprofessional care and emphasised the role of the clinical educator. The perspectives of clients in this paper provide a unique and important viewpoint when considering models of clinical placements that are interprofessional in nature.
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