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.
Int J Environ Res Public Health. 2022 Aug 29;19(17):10734. doi: 10.3390/ijerph191710734.
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 ( = 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.
跨专业学生实习不仅可以满足学生实习人数的增加压力，还可以提高新毕业生的工作准备能力。对于农村地区，跨专业学生实习有可能吸引未来的医疗保健劳动力。然而，经过充分验证的农村地区跨专业实习模式，以及经过严格评估的模式，仍然很少。为了解决这一差距，昆士兰州的四个农村卫生服务机构开发、实施和评估了农村跨专业教育和监督（RIPES）模式。来自两个或两个以上专业的学生在 RIPES 地点同时进行实习，实习重叠期至少为五周。与临床教育者（CEs）和学生进行了 11 次焦点小组讨论（=58），以探讨学生和临床教育者的经验和观点。对焦点小组数据的内容分析导致了以下类别的发展：RIPES 实习模式的价值、对 CEs、工作单位和农村地区的意外好处、单专业和 IPE 成分之间的紧张关系以及可持续性考虑。学生和 CEs 都非常重视参与该模式所带来的学习以及对患者护理和工作单位的积极影响。这项独特的研究是为了响应之前在农村地区开展跨专业教育模式方面的呼吁而进行的。它涉及来自多个专业和大学的学生，探索了来自多个利益相关者的观点和经验，并遵循了国际最佳实践跨专业教育研究建议。研究结果可为 RIPES 模式的未来使用和可持续性提供信息。
