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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 Solomon PT, PhD McMaster University (Mentor)
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Jenn Salfi RN, PhD McMaster University
Patty Solomon PT, PhD McMaster University (Mentor)
Dianne Allen RN, MSc, PhD (student) Conestoga College
Jen Mohaupt RN, MSc, PhD (student) Conestoga College
Donna Rawlin RN, MSc, PhD (student) Mohawk College
Susan Tam RN, BScN Hamilton Public Health
Prepared for NERU, September 13, 2010.
-Current State of the Literature
-Interprofessional Education (IPE)
-IPE & the BScN Curriculum
-Purpose of IP Issues Assignment & Study
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
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”
-WHO (2010): IPE is an essential step in preparing a “collaborative
-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 &
“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).
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).
-Up until September 2009 – nil
-Interprofessional Issues Assignment (Sept.09)
(Conestoga, McMaster IPE competencies)
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
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
-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)
-Select an IP Issue
-Background Information; Impact of Issue
-Identifies Areas for Professional Development; Proposes Strategies (skills, knowledge & behaviours still required for IPC)
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?
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).
Does theInterprofessional Issues Assignment have an effect on Level 4 students’ perceptions and attitudes regarding interprofessional collaboration?
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?
-Four demographic questions ( age, gender, stream, site)
-Questionnaire administered before/after completion of
the IP Issues Assignment
-Questionnaire: Interdisciplinary Education Perception Scale (IEPS)
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?
Five focus groups (total of 25 students)
Semi-structured interviews (3 questions; audio-taped; notes)
5 students from each site (Conestoga, Mohawk, McMaster)
5 students representing the post practitioner streams (Post RN/RPN)
5 students representing the Accelerated stream
-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)
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
-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