Table 1
Participant characteristics
|
Interview (n = 22) |
Focus group (n = 29) |
Questionnaire (n = 20) | |
|---|---|---|---|
|
Gender, n (%) | |||
|
Female |
18 (81.8) |
18 (62.1) |
16 (80) |
|
Male |
6 (27.2) |
11 (37.9) |
4 (20) |
|
Profession, n (%) | |||
|
Physician |
1 (4.5) |
5 (17.2) |
6 (30) |
|
Nurse |
6 (27.2) |
17 (58.6) |
14 (70) |
|
Obstetric nurse |
2 (9) |
3 (10.4) |
– |
|
Physician specialist |
3 (13.6) |
– |
– |
|
Allied health professional |
4 (18.1) |
2 (6.9) |
– |
|
Leadership staff |
4 (18.1) |
2 (6.9) |
– |
|
Non-health professional |
2 (9) |
– |
– |
|
Workplace, n (%) | |||
|
Birth center |
5 (22.7) |
8 (27.6) |
0 (0) |
|
Hospital |
17 (77.3) |
21 (72.4) |
20 (100) |
Fig. 1
Qualitative results: Factors that impact interprofessional CPD activities in the hospital “Angel Albino Corzo”
Table 2
Mixed-methods integration of results: rural health professionals experience with CPD
|
Theme |
Illustrative quote |
Questionnaire data | |
|---|---|---|---|
|
n (%) |
Response | ||
|
Recognized need for and interest in learning |
“We need to learn day by day because day by day things are changing and something new is coming out, diseases that we do not know. And it’s important to learn … because sometimes training can save a person’s life.” (P2) |
20 (100) |
Learning is extremely or very important in this hospital |
|
Poor fit between existing learning activities and desire for practical learning |
“They are supposed to be useful, but sometimes the sessions are very tedious. We want to apply the knowledge to practice, we are not only interested in the theory but want to learn how we can use it in everyday life.” (P1) |
13 (65) |
Lack of motivation |
|
12 (60) |
Speakers are not appealing | ||
|
11 (55) |
Sessions are boring | ||
|
Institutional barriers |
“There are several problems with education in this hospital … First, there is no person in charge of the education department. What can we expect? Moreover, there are failures in the organization … If classes were more regularly performed, we would have more continuing learning. It would help us. (…) I don’t know the reason … everything is abandoned.” (P10) |
13 (65) |
The classroom is inadequate |
|
15 (75) |
The schedule is inconvenient | ||
|
Adverse interprofessional environment |
“Teamwork and communication … that is missing in this hospital. That makes me angry because even though I’ve learned that information, I cannot apply it here in the hospital (…) we are not speaking the same language, even though we are health professionals, we cannot communicate effectively.” (P10) |
10 (85) |
Interprofessional teamwork is very/extremely important |