Introduction: Globally there is an increased emphasis on the provision of high quality healthcare and improved productivity under mounting financial constraints. Interprofessional collaboration and practice are considered crucial in promoting teamwork and optimising patient outcomes. However, there is a lack of structured, evaluated interprofessional learning opportunities for graduates in regional and rural health services in Australia. This pilot study reports on a novel interprofessional new graduate learning program that was developed and implemented to address the lack of structured post-qualification interprofessional learning opportunities in the Central Queensland Hospital and Health Service. Methods: Twenty-one participants enrolled in the six-month program, which consisted of six ninety-minute sessions. A mixed method exploratory design was used to collect data using the Interprofessional Socialization and Valuing Scale before and after the program, and a reflective summary at program completion. Results: Results indicated that participation in the program had a positive effect on participants’ attitudes, beliefs and behaviours regarding interprofessional practice as measured on the Interprofessional Socialization and Valuing Scale. Various themes about the usefulness of the program to participants were elicited from the reflective summary data. These included enhanced understanding of interprofessional practice, increased confidence in own professional role, improved understanding of the roles of other professions, increased collaboration with others, improved patient outcomes and improved networking with colleagues. Conclusions: It was concluded that the new graduate interprofessional learning program was a feasible and effective way to facilitate interprofessional learning among health graduates in a regional health service.
Martin P, Newby M, Moran M, Browne M, Kumar S. Interprofessional Scenario-Based Learning for New Graduates in a Regional Setting: A Pilot Study. The Internet Journal of Allied Health Sciences and Practice. 2016 Jul 03;14(3), Article 6.