SHORT COMMUNICATION

 

Building IPECP into community health promotion

 

 

S Abdoola; C Milton

PhD; Department Speech Language Pathology and Audiology, University of Pretoria, South Africa

Correspondence

 

 

Due to its culturally and linguistically diverse society, high prevalence of communication disorders, resource limitations, and fragmented healthcare services, South Africa (SA) needs to integrate interprofessional education and collaborative practice (IPECP) into community health promotion. IPECP in health professions education is necessary in preparing 'collaborative practice-ready' health care professionals who are socially accountable and prepared to respond to local health needs.^[1] Integrating IPECP strategies into existing curricula and placing interprofessional students at the same clinical sites can promote collaborative education and practice. Providing students with interprofessional clinical practice experience provides real world experience and insight, while enhancing an understanding and respect for other professionals.^[2]

 

Why was the project necessary?

As primary healthcare settings are often the first point of entry to healthcare for many patients, providing IPECP services in PHC contexts can improve access to and coordination of healthcare services (Fig. 1). Implementing interprofessional activities in community settings may assist in improving patient experiences by providing holistic care, and assisting in improving the health of community members, is a goal of health promotion.^[3]

 

 

What approach was used?

Fifty senior Speech Language Pathology & Audiology (SLPA) students were placed at a variety of primary healthcare and community sites during their practical rotations of their third year of study. This practical module serves to apply professional functions with special reference to the promotion of normal hearing and communication skills; through prevention, training and collaboration in communities. Students are expected to share knowledge and insights in multi-professional case presentations, work together across disciplines to provide collaborative and integrated services, and work closely with community members. Students are also required to provide self-reflections and feedback in meetings and discuss their learning experience(s).

 

What were the lessons learnt?

Feedback from the students as well as supervisors, patients and team members at various sites indicate an array of barriers related to language and cultural barriers, infrastructure and feedback from stakeholders (Table 1).

 

 

While these challenges were identified, a solutions-based approach is being used to address them and refine the intervention.

 

References

1. Pitout H, Adams F, Casteleijn D, du Toit SHJ. Factors to consider in planning a tailored undergraduate interprofessional education and collaborative practice curriculum: A scoping review. S Afr J Occupational Therapy 2022;52(1):78-95.         [ Links ]

2. Ruebling I, Eggenberger T, Frost JS, et a. Interprofessional collaboration for healthcare improvement. J Interprof Educ Pract 2023;33: 100675. https://doi.org/10.1016/j.xjep.2023.100675        [ Links ]

3. Martin P, Pighills A, Burge V, Argus G, Sinclair L. Promoting interprofessional education and collaborative practice in rural health settings: Learnings from a state-wide multi-methods study. Int J Environ Res Public Health 2021;18(10):5162. https://doi.org/10.3390%2Fijerph18105162        [ Links ]

 

 

Correspondence:
S Abdoola
shabnam.abdoola@up.ac.za