Building Interprofessional Educational Bridges internationally: A reflection on our international partnership to equip future healthcare professionals with skills to care for rural and marginalized populations

Abstract

Background: Trans-Atlantic collaboration between nursing and pharmacy programs for interprofessional education (IPE) is uncommon. A literature search revealed limited sources for comparison, leading to the creation of a stakeholder committee from four colleges: Augusta University College of Nursing and University of Georgia College of Pharmacy, representing the United States of America, and Robert Gordon University Schools of Nursing and Midwifery and Pharmacy and Life Sciences, representing Scotland. A proposal outlining an international IPE experience designed to prepare future healthcare professionals to collaboratively address the challenges facing rural and underserved populations by supporting improvements in access to care for both countries.

Interprofessional activity: Faculty were recruited from all four colleges to create six vignettes, three by each country, categorized as rural, marginalized, or global health. Faculty content teams were made up of a pharmacist and nurse from each country (e.g., USA pharmacist and USA nurse). Some vignettes utilized standardized patients, scripts, and filmed interactions to guide discussions. Others used a virtual platform offering an interactive mock patient scenario with prompts. The event took place virtually, over a five-hour period. An expert panel started the event by discussing scope of practice, practice models, and cultural diversity. Following the panel, student participants rotated through all six vignettes led by the faculty teams who created them.

Discussion: This experience was a first for all programs involved. Many lessons were learned throughout the experience, with both strengths and opportunities for improvement noted.

Implications: This report focuses on implementing an international IPE experience by highlighting successes and areas for improvement. Our hope is that by being transparent, other faculty within pharmacy and nursing contemplating the implementation of a similar experience can use this as a guide as they seek to address global health needs within their curricula and expand their IPE programs internationally.

Keywords: International; Interprofessional education; Marginalized; Nursing; Pharmacy; Rural health.