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Evaluation of an inter-professional education program. Dr Sheree Conroy Toowoomba Hospital QLD S. Inter-professional Education. Interns and orthopaedic nurses. Mannequin simulated scenarios. Role play patients . Debrief session following each scenario. Ethical Approval. Obtained from:

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evaluation of an inter professional education program

Evaluation of an inter-professional education program

Dr Sheree Conroy

Toowoomba Hospital QLDS

inter professional education
Inter-professional Education

Interns and orthopaedic nurses

Mannequin simulated scenarios

Role play patients

Debrief session following each scenario

ethical approval
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
inter professional education4
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
respondents
Respondents
  • 72 participants total completed forms
  • Some participants attended 2 sessions
  • 100% completion of RIPLS prior and after
  • Delayed interview data currently being completed
ripls
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

teamwork and collaboration 1
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
teamwork and collaboration 2
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
professional identity 1
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
professional identity 2
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
role and responsibilities
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
interview questions 1
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.
interview questions 2
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.
results
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
team work and collaboration
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)
professional identity
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
role and responsibilities17
Role and Responsibilities
  • Reasonable evidence that discipline influenced this
  • Some evidence of improvement – not statistically significant
interviews impact on clinical practice
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
impact interprofessional relationships
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
most useful
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
least useful
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
summary
Summary

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

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