TY - JOUR
T1 - Health professional students’ observations about interprofessional collaborative practice during rural clinical rotations
AU - Carney, Patricia A.
AU - Vasquez Guzman, Cirila Estela
AU - Taylor, Cynthia
AU - Cole, Debbie
AU - Hollander-Rodriguez, Joyce
AU - Rose, Tamara
AU - Wiser, Eric
N1 - Publisher Copyright:
© 2021 Elsevier Inc.
PY - 2021/12
Y1 - 2021/12
N2 - Background: Students’ participation in rural interprofessional collaborative practices (ICP) environments is critical to transforming healthcare. Purpose: To describe health professional learners’ observations of ICP core competencies (Values/Ethics for Interprofessional Practice, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork) during their rural clinical rotations. Methods: Facilitated discussions or interviews were conducted in person or by phone with 65 Oregon AHEC scholars across four universities and eight health professions programs, including schools of medicine (MD, DO), physician assistant, graduate (FNP/DNP) and undergraduate nursing, dentistry and pharmacy. Our grounded theory analysis identified and verified emergent themes. Results: Students' observations contributed to emergent themes that aligned favorably and unfavorably with ICP's core competencies. Learners reported a typology related to being included as members of the health care teams in rural settings that includes active, limited or observer role. Conclusions: Rural clinical experiences appear to enable or create barriers to students’ ICP learning.
AB - Background: Students’ participation in rural interprofessional collaborative practices (ICP) environments is critical to transforming healthcare. Purpose: To describe health professional learners’ observations of ICP core competencies (Values/Ethics for Interprofessional Practice, Roles and Responsibilities, Interprofessional Communication, and Teams and Teamwork) during their rural clinical rotations. Methods: Facilitated discussions or interviews were conducted in person or by phone with 65 Oregon AHEC scholars across four universities and eight health professions programs, including schools of medicine (MD, DO), physician assistant, graduate (FNP/DNP) and undergraduate nursing, dentistry and pharmacy. Our grounded theory analysis identified and verified emergent themes. Results: Students' observations contributed to emergent themes that aligned favorably and unfavorably with ICP's core competencies. Learners reported a typology related to being included as members of the health care teams in rural settings that includes active, limited or observer role. Conclusions: Rural clinical experiences appear to enable or create barriers to students’ ICP learning.
KW - Health occupations students
KW - Interprofessional collaborative practice
KW - Interprofessional education
KW - Interprofessional learning
KW - Rural
KW - Team based care
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U2 - 10.1016/j.xjep.2021.100471
DO - 10.1016/j.xjep.2021.100471
M3 - Article
AN - SCOPUS:85122615431
SN - 2405-4526
VL - 25
JO - Journal of Interprofessional Education and Practice
JF - Journal of Interprofessional Education and Practice
M1 - 100471
ER -