K.Kelly1, L.Findlay1,3, S.Goodman1,4,S.E.Wright1,2
1 SLIPAH, Level 7a, Lady Cilento Children’s Hospital, Brisbane, Qld, 4101,email@example.com
2 Physiotherapy Dept, Level 7a, Lady Cilento Children’s Hospital, Brisbane, Qld, 4101
3 Occupational Therapy Dept, Level 7a, Lady Cilento Children’s Hospital, Brisbane, Qld, 4101
4 Speech Pathology Dept, Level 7a, Lady Cilento Children’s Hospital, Brisbane, Qld, 4101
Interprofessional practice(IPP) results in improved communication, patient safety and care outcomes and reduced service duplication1-3. IPP relies on effective teamwork where complementary skills are shared in working partnerships. Interprofessional education(IPE) promotes IPP increasing job satisfaction and recruitment/retention rates in rural settings1,2, and is most effective when contextualised to consider regional issues/priority areas1-3. Paediatric healthcare education is a priority across Australia4, however the challenges to implementing IPE in rural/remote areas have been well documented.2
To facilitate IPP by provision of context/location specific paediatric IPE using SIPP delivered locally via the SLIPAH(Simulated Learning in Paediatrics for Allied Health) program.
A combined approach of e-learning and SIPP were delivered across rural/remote locations in collaboration with experienced local therapists and subject matter experts. IPP scenarios were derived based on local priorities, with emphasis on IP core compectencies5 and evidence-based practice. SIPP provided clinical opportunities to develop safe, effective performance; to refine existing skills and explore innovative solutions to local challenges and patient flow. Impact evaluation included change in participant’s self-efficacy across IP competency domains (teamwork, roles/responsibilities, values/ethics, communication). Participant and manager feedback served to refine program delivery in terms of accountability, performance and responsiveness.
SLIPAH collaborated with 8 Queensland Health facilities to deliver to 230 participants in 2015 totally 762 hours. Participants’ self-efficacy across IP core competencies significantly improved across all 4 domains (p<0.05). Qualitative manger feedback was highly positive.
SIPP developed in collaboration with rural/regional healthcare teams is effective in teaching IP competencies and provides a responsive method for problem-solving local priority issues.
- WHO study group on Interprofessional Education and Collaborative Practice and Baker, Peter G. (2010) Framework for action on interprofessional education and collaborative practice. Geneva, Switzerland: World Health Organisation Press .
- Cragg B, Jelley W, Burrows M & Dyer K. 2013. Implementing and sustaining a rural interprofessional clinical education program. Journal of Research in Interprofessional Practice and Education. 3.2, August: 1-15.
- Thistlewaite J. 2012. Interprofessional education: a review of context, learning and research agenda. Medical Education. 46: 58-70.
- Armstrong BK, Gillespie JA, Leeder SR, Rubin GL & Russel LM. Challenges in health and healthcare for Australia. Medical Journal of Australia. 187 (9): 485-489.
- Interprofessional Education Collaborative Expert Panel. 2011. Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative.
Sarah Wright is a Physiotherapist Consultant at Lady Cilento Children’s Hospital, Qld and has worked in the acute cardiorespiratory field for over 20yrs. She is currently also the SLIPAH (Simulated Learning in Paediatric Allied Health) Consultant involving the integration of technologically enhanced learning into the paediatric curriculum of 6 Queensland universities as well as rolling out training workshops state-wide. SLiPAH has a strong focus on interprofessional education and capabilities, while developing the knowledge, skills and attributes of all allied health clinicians.