TY - JOUR
T1 - Practitioner perceptions of interprofessional practice (IPP) in small rural communities
T2 - An exploratory, qualitative study
AU - Skinner, Anne
AU - Geske, Jenenne
AU - Bronner, Liliana
AU - Meyer, Kyle
N1 - Funding Information:
This work was supported by a Physician Assistant Training in Primary Care Grant ( #D57HP24687 ) from the Bureau of Health Professions, Health Resources and Services Administration , Title VII, Section 747(a), Public Health Service Act as amended by the Patient Protection and Affordable Care Act (P.L. 111–148).
Publisher Copyright:
© 2023 The Authors
PY - 2023/3
Y1 - 2023/3
N2 - The quality of life and the economic viability of rural communities are dependent on high-quality healthcare, which can result from interprofessional practice (IPP) that employs the IPEC Core Competencies. Health profession students can acquire these competencies during supervised clinical education experiences. Since little is known about IPP in rural areas, researchers conducted focus groups in four small communities to gain perceptions of health care providers and administrators about how IPP is operationalized in rural healthcare systems. Data were coded and analyzed using a complex dynamic systems model for team effectiveness. Respondents identified the presence of several requisite components of IPP. Absent was evidence of explicit strategies for continuous quality improvement of team processes and team responsibility for improving population health. Using a complex dynamic system model to evaluate rural IPP could identify and promote the acquisition of knowledge and skills associated with IPP and assist academic and clinical educators in developing curricular content to prepare students to learn the competencies to effectively promote the delivery of IPP in underserved rural communities.
AB - The quality of life and the economic viability of rural communities are dependent on high-quality healthcare, which can result from interprofessional practice (IPP) that employs the IPEC Core Competencies. Health profession students can acquire these competencies during supervised clinical education experiences. Since little is known about IPP in rural areas, researchers conducted focus groups in four small communities to gain perceptions of health care providers and administrators about how IPP is operationalized in rural healthcare systems. Data were coded and analyzed using a complex dynamic systems model for team effectiveness. Respondents identified the presence of several requisite components of IPP. Absent was evidence of explicit strategies for continuous quality improvement of team processes and team responsibility for improving population health. Using a complex dynamic system model to evaluate rural IPP could identify and promote the acquisition of knowledge and skills associated with IPP and assist academic and clinical educators in developing curricular content to prepare students to learn the competencies to effectively promote the delivery of IPP in underserved rural communities.
KW - Clinical education
KW - Collaborative practice
KW - Health professions education
KW - Healthcare delivery
KW - IPEC Core competencies
KW - Interprofessional practice (IPP)
KW - Qualitative research
KW - Rural
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U2 - 10.1016/j.xjep.2023.100600
DO - 10.1016/j.xjep.2023.100600
M3 - Article
AN - SCOPUS:85146653177
SN - 2405-4526
VL - 30
JO - Journal of Interprofessional Education and Practice
JF - Journal of Interprofessional Education and Practice
M1 - 100600
ER -