Collaborative clinical development: simulated inter-professional health care provision in a rural setting

Dr Patricia Stuart, University of Queensland, Rural Clinical School, Australia*
Dr Diann Eley , University of Queensland, Australia
Prof Peter Baker, University of Queensland, Rural Clinical School, Australia
Ms Patricia Bourke, University of Southern Queensland, Australia
Mr Geoff Wilson, University of Southern Queensland, Australia
Ms Norma Robinson, University of Queensland, Australia

Following the undertaking of a needs analysis with medical students and junior doctors it was identified a gap existed in student’s confidence in transitioning from medical student to junior doctor. Lecturers from the Department of Nursing and Midwifery at the Toowoomba campus of USQ were reporting Bachelor of Nursing students had identified similar concerns. In an attempt to improve the transition process into the workforce, decrease anxieties and allay perceived fears, it was agreed the implementation of a simulated inter-professional program within a workplace environment would best provide medical and nursing students opportunities to develop underpinning skills and knowledge which could be utilised upon their entry into the health care workforce. The focus of the project whilst in the main was on improving the transition process from student to clinician/registered nurse, it was also on developing an understanding of the role of the junior doctor and nurse working in the healthcare sector. At the core was the need to improve students’ skills, knowledge and attitudes to a level that was seen to be safe, competent and confident to work readiness level.

Results of evaluation to date have indicated that participating nursing and medical students have identified increased confidence in their: communication skills between health professionals and patients, decision making processes and ability to perform procedural skills. Students saw this as a worthwhile exercise in relation to work readiness and recommended that all nursing and medical students should participate in similar programs.

For discussion: the process involved in implementing this program in a regional rural setting, qualitative and quantitative results of all aspects of the evaluation process, workplace readiness, confidence and competence and the future of clinical scenario teaching and learning in a regional rural setting.

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