Five years on: Influences on early-career health professionals from an IPE program
This longitudinal study aimed to ascertain former students' perceptions of and influences from a final-year pre-registration, rurally-located, clinically-based, 5-week interprofessional program on their subsequent work and career in the health professions. The study found that this work reports positive influences on subsequent careers among respondents who had previously participated as final-year students in the IPE program, particularly with respect to interprofessional working, rural health, and contextual and cultural influences.
Interprofessional postgraduate education in primary health care: Is it making a difference?
This paper explores attitudes to, and perceptions of, the impact of interprofessional postgraduate education for primary healthcare professionals, based on a postal survey of 153 primary healthcare professionals undertaking postgraduate qualifications in New Zealand. This study found that interprofessional postgraduate qualification study for primary health care professionals in New Zealand resulted in personal and professional benefit for individuals and their clinical practice, and increased understanding about their own and other health professionals’ roles.
The Midwest Interprofessional Conference 2024
This conference is an opportunity to collaborate and network with others on the innovative strategies and applications of healthcare education, simulation-based learning, and interprofessional education to elevate the future healthcare workforce.
Registration link: https://continuinged.stkate.edu/interprofessional-conference/
Building evaluation into the development of interprofessional education initiatives
The evaluations described in this chapter have highlighted the need to have a better understanding of the long-term effect and outcomes of IPE programmes as a whole. From an institutional perspective these results are important for the maintenance of funding streams to support IPE programmes. From a health system perspective these may indicate where resources can be best allocated to achieve goals for the workforce.
Interprofessional education... What is it and why do it?
Interprofessional education serves to strengthen professional identity, value all the health professions, and celebrate difference. It is fundamentally aligned with and integral to a range of important current practice discourses—the need for practitioners to optimise skills, relentlessly pursue quality and safety, be culturally competent, undertake ethical decision-making, be able to participate effectively and respectfully in health care teams, and be able to lead health system reform that reduces health inequalities, and benefits individuals, families and communities.
Interprofessional education: training for teamwork
The successful delivery of primary care– led care requires effective teamwork and interprofessional practice (IPP) on the part of all health professionals. This sounds sensible, and is often assumed, but is much less often achieved.
Competence, respect and trust: key features of successful interprofessional relationships
This study set out to explore roles of, and relationships between, nurses and doctors currently working in New Zealand primary care settings. Findings indicate that effective interprofessional relationships between individual doctors and nurses can, and often do, exist in New Zealand primary care settings, although they are not universal. The identification and separation of vocational and business roles, and the development of professional identity, form the basis for a theory of trust development in nurse-doctor interprofessional relationships in New Zealand primary care.
Teamwork: A fundamental of primary health care and management of chronic conditions
This paper is based on an address given (in collaboration with Eileen McKinlay and Tony Dowell) at the WIPA Long Term Conditions Symposium, Porirua, March 2006.
Primary trust in primary care: interprofessional relationships between nurses and doctors
A thesis submitted for the degree of Master in Primary Health Care at the University of Otago Wellington, New Zealand