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Interprofessional Education (IPE) in the B.Sc.N Curriculum: Are We Preparing Our Students for Collaborative Practice? --------------------------------------------. Jenn Salfi RN, PhD McMaster University Patty SolomonPT, PhD McMaster University (Mentor)

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Jenn Salfi RN, PhD McMaster University Patty SolomonPT, PhD McMaster University (Mentor)

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Jenn salfi rn phd mcmaster university patty solomon pt phd mcmaster university mentor

Interprofessional Education (IPE) in the B.Sc.N Curriculum:Are We Preparing Our Students for Collaborative Practice?--------------------------------------------

Jenn Salfi RN, PhD McMaster University

Patty SolomonPT, PhD McMaster University (Mentor)

Dianne AllenRN, MSc, PhD (student) Conestoga College

Jen MohauptRN, MSc, PhD (student) Conestoga College

Donna RawlinRN, MSc, PhD (student) Mohawk College

Susan TamRN, BScN Hamilton Public Health

Prepared for NERU, September 13, 2010.


Objectives

Objectives

-Background

-Current State of the Literature

-Interprofessional Education (IPE)

-IPE & the BScN Curriculum

-Purpose of IP Issues Assignment & Study

-Methodology

-Timeline

-Questions


Background

Background

Issue: Organization & delivery of care is becoming more complex and challenging:

increase in chronic illness and disease

decrease in human resources

decrease in financial resources


Proposed solution ipc and ipe

Proposed Solution: IPC and IPE

IPC : Interprofessional Collaboration:

“ is the process of developing and maintaining effective interprofessional working relationships with other professionals, alongside the patient/client and their families, to enable optimal health outcomes.” (CIHC, 2010)

IPE : Interprofessional Education:

“occurs when two or more professions learn with, from and about each other in order to improve collaboration and the quality of care”

(CAIPE, 2002)


Current state of literature

Current State of Literature:

-WHO (2010): IPE is an essential step in preparing a “collaborative

practice-ready” workforce

-CIHC (2010): IPE...key to building effective health care teams;

improving the experience and outcomes of patients

-HFO (2010): IPE...build the foundation upon which key

interprofessional care activities can be implemented &

sustained


Interprofessional education ipe

Interprofessional Education (IPE)

“If health care providers are expected to work together

and share expertise in a team environment, it makes sense

that their education and training prepare them for this type of working arrangement.”

(Roy Romanow, 2002).


Interprofessional education ipe1

Interprofessional Education (IPE)

Current Status of IPE (Canada):

Elective IPE courses & projects (UBC)

Compulsory IPE course (U of A)

Rural Palliative Care Program (U of O)

Compulsory IP Learning Modules (Dalhousie)

Compulsory & Elective Courses (Memorial)

Elective & Compulsory IP activities (McMaster)

(Ho et al., 2008).


Ipe in the bscn curriculum mcmaster

IPE in the BScN Curriculum (McMaster)

-Up until September 2009 – nil

-Interprofessional Issues Assignment (Sept.09)

-Proposed Framework

(Conestoga, McMaster IPE competencies)


Ipe in the bscn curriculum mcmaster1

IPE in the BScN Curriculum (McMaster)

Level 1 Strategy: Intra- professional Education & the

Foundation of Group Skills

Level 2 Strategy: Introduction to IPC/IPE &

Exposure to the Health Care Team

Level 3 Strategy: Interprofessional Collaboration

Level 4 Strategy: Becoming an Effective Member of

the Health Care Team


Purpose of the interprofessional ip issues assignment

Purpose of theInterprofessional (IP) Issues Assignment

Introduces students to IP, team-based literature

Introduces students to IP issues

Opportunity to achieve ¾ of the required IPE competencies

Opportunity to collaborate with others (professionals/students)

Promotes reference to the CNO (2009) National Competencies


Ip issues assignment

IP Issues Assignment

Mandatory Readings:

-CIHC (2010) National Interprofessional Competency Framework

-Suter et al (2009) Importance of Role Clarity & Communication in IPC

Engage in IPC

-Must involve > 2 professions (student or professional)

-Must be interactive (immersion level)

Scholarly Paper

-Select an IP Issue

-Background Information; Impact of Issue

-Identifies Areas for Professional Development; Proposes Strategies (skills, knowledge & behaviours still required for IPC)


Purpose of this study

Purpose of this Study

To assess what students are learning about IPC, after completing the Interprofessional Issues Assignment (4Q04).

What skills, knowledge, and behaviors are the students gaining from this assignment?

Are we preparing our students for effective interprofessional collaborative practice?


Methods

Methods

Embedded mixed method study design:

Qualitative data will augment the primary source of data (Quantitative data)

Quantitative component: Will monitor general changes in attitudes and

perceptions re: IPC

Qualitative component: Will add “meaning” & elaborate on what the

students are learning from the assignment

By collecting both quantitative and qualitative sources of data, one can develop a more complete picture of the phenomenon (Creswell, 2008).


Questions

Questions

Quantitative:

Does theInterprofessional Issues Assignment have an effect on Level 4 students’ perceptions and attitudes regarding interprofessional collaboration?

Qualitative:

How do Level 4 B.Sc.N students experience the Interprofessional Issues Assignment?

Overall Question for Mixed Methods study:

What is the impact of the IP Issues Assignment, in developing attitudes and knowledge required for interprofessional collaborative practice among Level 4 B.Sc.N students?


Methods1

Methods

Quantitative component:

-Four demographic questions ( age, gender, stream, site)

-Questionnaire administered before/after completion of

the IP Issues Assignment

-Questionnaire: Interdisciplinary Education Perception Scale (IEPS)

Analysis:

Statistical Package for Social Sciences (SPSS)

Paired sample t-tests: Changes in IEPS scores before/after assignment ?

ANOVA: Differences based on age, gender, B.SC.N stream and site?


Methods2

Methods

Qualitative component:

Five focus groups (total of 25 students)

Semi-structured interviews (3 questions; audio-taped; notes)

Purposeful sampling:

5 students from each site (Conestoga, Mohawk, McMaster)

5 students representing the post practitioner streams (Post RN/RPN)

5 students representing the Accelerated stream


Methods3

Methods

Ethical Considerations:

-Awaiting approval from the HHS/FHS Research Ethics Board

-Coordinated ethics review process

-Awaiting approval from Undergraduate Nursing Education Committee (UNEC)

-Completely voluntary; no effect on assignment or course grade

-Completely anonymous (mother’s maiden name; number)


Methods4

Methods

Ethics: Special Considerations (PI=CP=Tutor)

-Level 4 student “leaders”: review & collect consent forms;

administer , collect & deliver questionnaires

-Students from PI’s group will be excluded from the quantitative

component of this study

-Questionnaires delivered to PI in a sealed/signed envelope

-Anonymized by research team (excluding PI)

-PI will only see data after it has been assigned a number


Timeline

Timeline

-Ethics/UNEC Approval: Fall 2010

-Letter of Invitation: December 2010 & January 2011

-Recruitment of student “leaders”: December 2010

-Pre-questionnaires: Tutorial#2 - Week of January 10, 2011

-Post questionnaires: Tutorial#9 - Week of March 7, 2011

(after class has ended; in PBL class room; 5 mins.)

All questionnaires anonymized by research team (excl. PI)

end of March/beg. of April 2011

Quantitative Data Analysis: Spring/Summer 2011

-Report to NERU: Fall 2011


Questions1

Questions?


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