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Evaluation of an inter-professional education program

Evaluation of an inter-professional education program

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Evaluation of an inter-professional education program

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  1. Evaluation of an inter-professional education program Dr Sheree Conroy Toowoomba Hospital QLDS

  2. Inter-professional Education Interns and orthopaedic nurses Mannequin simulated scenarios Role play patients Debrief session following each scenario

  3. Ethical Approval • Obtained from: • Toowoomba & Darling Downs Human Research Ethics Committee • Flinders University and Southern Adelaide Local Health Network, Social and Behavioural Research Ethics Committee

  4. Inter-professional Education • Evaluated using the “Readiness for Inter-Professional Learning Scale” (RIPLS) • Voluntary completion prior to and after session • Data de-identified and tabled for statistical analysis • Further delayed qualitative evaluation in interview format

  5. Respondents • 72 participants total completed forms • Some participants attended 2 sessions • 100% completion of RIPLS prior and after • Delayed interview data currently being completed

  6. RIPLS Published by Parsell and Bligh, Liverpool,1999 19 question survey with preceding identification questions 3 subscales: Team-work and collaboration Professional identity Roles and responsibilities Modified RIPLS survey used

  7. Teamwork and collaboration 1 • Learning with other students / professionals will make me a more effective member of a health and social care team • Patients would ultimately benefit if health and social care students / professionals worked together • Shared learning with other health and social care students students / professionals will increase my ability to understand clinical problems • Communications skills should be learned with other health and social care students students / professionals • Team-working skills are vital for all health and social care students students / professionals to learn

  8. Teamwork and collaboration 2 • Shared learning will help me to understand my own professional limitations • Learning between health and social care students students before qualification and for professionals after qualification would improve working relationships after qualification / collaborative practice • Shared learning will help me think positively about other health and social care professionals • For small-group learning to work, students / professionals need to respect and trust each other

  9. Professional identity 1 • I don't want to waste time learning with other health and social care students / professionals • It is not necessary for undergraduate / postgraduate health and social care students / professionals to learn together • Clinical problem solving can only be learnt effectively with students / professionals from my own school / organisation • Shared learning with other health and social care professionals will help me to communicate better with patients and other professionals

  10. Professional identity 2 • I would welcome the opportunity to work on small group projects with other health and social care students / professionals • I would welcome the opportunity to share some generic lectures, tutorials or workshops with other health and social care students / professionals • Shared learning and practice will help me clarify the nature of patients' or clients' problems • Shared learning before and after qualification will help me become a better team worker

  11. Role and Responsibilities • I am not sure what my professional role will be / is • I have to acquire much more knowledge and skill than other students / professionals in my own faculty / organisation

  12. Interview Questions 1 • Sometime ago, you attended an inter-professional education session which involved a number of simulation scenarios. Would you agree to spending a few minutes to answer 4 questions about this experience? • Could you tell me what impact, if any, attending these IPL sessions has had on your clinical practice? Please give an example.

  13. Interview Questions 2 • Could you tell me what impact, if any, attending these IPL sessions has had on your inter-professional relationships? Please give an example. • Please tell me about the most useful aspect of these IPL sessions. • Please tell me about the least useful aspect of these IPL sessions.

  14. Results • Pre and post RIPLS data summarised in excel spreadsheet and submitted for statistical analysis • Inferential analyses were performed using PROC MIXED in SAS 9.2

  15. Team work and Collaboration • Marginal means for both medical and nursing decreased from 13.87 to 11.55 • No overall differences in change between disciplines • Medical slightly higher than nursing overall • Very strong evidence that the intervention improved this subscore (p<0.0001)

  16. Professional identity • Marginal mean decreased by 14.45 to 12.09 • Very strong evidence that the intervention improved this subscore (p<0.0001) • No difference between disciplines

  17. Role and Responsibilities • Reasonable evidence that discipline influenced this • Some evidence of improvement – not statistically significant

  18. Interviews – Impact on clinical practice • Better understanding of nurses perspective • Realise what others do • Confidence in approaching doctors • Reflecting on timely and effective communication • No impact • Listening to others • Questioned own knowledge base

  19. Impact – interprofessional relationships • More regard for nurses and what they do • Already had good relationships • Noticed difference – talked better with interns on ward • More of a reminder • Give more information • No • Beneficial, but probably no change

  20. Most useful • Debriefing session– good feedback • Controlled environment • Using dummies – realistic • Not intimidating • Loved getting to know doctors • More aware of roles • Practice scenarios • Watching each other

  21. Least Useful • 60% said nothing • Too short • Watching other people • Trying to get time to do it • Made me question own ability • Working with dummies/actors • Feedback session too short

  22. Summary Very strong evidence that the intervention significantly improved score regardless of discipline

  23. Thanks • Medical Education Registrar • Dr Chris Cheesman • Toowomba MEU staff • Supervisors from Flinders University: • Dr Linda Sweet • Lyn Gum • Dr Victoria Brazil