Interprofessional education and collaborative practice in a clinical learning environment: a situational analysis at mwana mugimu nutritional unit of Mulago national referral hospital

Abstract

IPE occurs when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes. Interprofessional Collaborative Practice (IPCP) happens when multiple health workers from different professional backgrounds work together with patients, families, careers and communities to deliver the highest quality of care. Through IPECP, health training institutions can support health systems to achieve the health-related Millennium development goals. Core competencies like Interprofessional communication, teamwork, values/ethics, roles/responsibilities guide the implementation of IPECP. In clinical settings, health workers care for patients collaboratively, but trainees from different health professions in the same clinical setting are still practising, studying and caring for patients in isolated disciplines. Despite the need for IPECP in the clinical learning environment, concepts are not well programmed, health professions engaged in teaching have a poor attitude towards IPECP and poor communication between students and teaching health professionals. How IPECP key competencies are being implemented in clinical learning environments among health trainees and health workers needs to be explored. The study assessed the current status of IPECP among health trainees and workers on the Mwana Mugimu nutritional unit of Mulago national referral hospital. Methodology: purposive sampling technique, eight nursing, eight medical students and ten qualified health professional workers will be included in the study. Data was collected through focus group discussions, observation and individual semi-structured interviews with the help of research assistants. Thematic data analysis of raw data and analysis of focus group and interview data using R studio.Findings:The study findings revealed that nursing students, medical students, and healthcare professionals are rarely aligned towards Interprofessional education and collaborative practice. While none of the WHO competencies on IPECP were not completely met, the study found Studying/teaching students of different health professionals is an enabler of IPECP. The following subthemes were barriers towards attainment of a good environment for IPECP; Inferiority Complex among different health-related professionals, Unwillingness to learn new areas of practice from other different health professions, Lack of alignment around goals and objectives, A big workload is a challenge for IPECP Lessons are not conducted together, limiting interprofessional education Conclusion: In conclusion, It is recommended that all health training nursing and medical students programs include a common core principal of the curriculum to facilitate communication and collaboration in order to eliminate undermining/ inferiority complex so that IPECP can shrive. The government should also promote the concept of multi-professional education all curriculum for classroom and clinical learning environments in various institutions, including institutions like universities, and other schools for health professionals. Lastly, continuous in-joint service training, workshops, and refresher courses should be provided for different health care professionals with a view to strengthening collaborative practice.