Interprofessional Student Perceptions of Implementing and Working in Rural Nurse-led Clinics

Background, including statement of problem, and aims

The purpose of this project is to expand an existing clinical education model at a local university in a rural medically underserved region to create a system for innovative training and practice of interprofessional students in community-based settings. Bridges Health is a student-led, faculty-guided initiative bringing free health services to the community. The mission and goals are to support the needs of the community by bridging the gap of obtaining preventative screening services, while providing a clinical educational model to an interprofessional group of students.

Design or methodology

Randomly selected students placed into the Bridges Health clinical rotation were required to complete a variety of hours (dependent on degree expected) within the community setting. The University’s IRB approval was obtained prior to implementation of this qualitative research project. Open-ended survey questions were distributed in Qualtrics format, using an anonymous link and informed consent was obtained.

Results (Data, outcomes and evidence)

Sixty-four surveys were distributed, 26 surveys returned. Thematic analysis was completed with two independent blinded researchers and themes were identified. Framework Analysis was used to develop themes within the surveys returned. Themes were identified through open-ended questions regarding student perceptions of their work within these settings. The themes and responses show meaningful impact on learning in these settings.

Major themes identified were:

1. Cultivating patient outcomes

2. Understanding community as the client.

3. Leading through community assessment

4. Improving their own communication and collaboration

• Conclusion

Students perceive value to their community by working together, across professions. Enhanced experience of their roles within vulnerable populations was seen in this interprofessional student-led, faculty guided clinic. Opportunities for students to experience this type of clinical model, before moving into practice is important.

Reflections/lessons learned/implications: Student leadership within rural health can be motivated by creating a transparent, energetic environment for new and improved innovations. Opportunities for further research within themes identified using quantitative tools to measure pre and post clinical setting are under consideration