STUDENTS’ GRASP OF INTERPROFESSIONAL
COLLABORATION: ASSESSMENT OF VISUAL
REPRESENTATIONS
T: +27(0)51 401 9111 | info@ufs.ac.za | www.ufs.ac.za
Dr Mathys Labuschagne
Clinical Simulation and Skills Unit, UFS
Prof Y Botma
School of Nursing, UFS
ORIENTATION
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Aim
Context
Methodology
Results
Discussion
Conclusion
T: +27(0)51 401 9111 | info@ufs.ac.za | www.ufs.ac.za
AIM
• The aim of this descriptive study was to
– identify students’ conceptual grasp of collaborative practice
– tick sheet developed to assess visual representations
• Approval: Ethics Committee of the Faculty of Health Sciences,
UFS 93/2014.
CONTEXT
• Students of the Faculty of
Health Sciences in their fourth
year of graduate study were
divided into 28 groups
– ten members
– one facilitator (lecturers from
these various professions)
– a simulated patient (SP) for
each group
– Four 2 hour sessions
10 Students from 5-7
professions
1 Facilitator
1 Simulated Patient (SP)
x28
• All interprofessional groups included at least one student from the
following seven professions:
– Biokinetics; Dietetics; Medicine; Nursing; Occupational
Therapy; Optometry and Physiotherapy.
Introduction to
IP practise
Simulation
Session 1
Simulation
Session 2
patient
admitted in
ward
Same patient
ready for
discharge
Compile IP
plan for
collaborative
practice
METHODOLOGY
• A tick sheet was compiled from the following documents:
– WHO 2010 framework for action on IPE and
collaborative practice (WHO 2010);
– conceptual model for developing and sustaining
interprofessional care (RNOA 2013)
– HPCSA (2014) professional attributes based on the
CanMEDS (Frank 2005)
Indicator
Process of IPECP
Positive practice environment
Patient centered care reflecting profession specific expertise
Professional
Communicator and competent communication
Collaborator/ teamwork
Collaborative leadership and shared decision-making
Management
Health advocate
Scholar
METHODOLOGY
• The authors assessed the visual representations
independently and the frequencies and percentages for the
attributes were recorded.
• The results were discussed by the authors until they
reached consensus.
METHODOLOGY
• The reliability of the scoring rubric was promoted by the
reproducibility of the assessment results and the interrater
agreement (Pugh, Wood and Boulet, 2015).
• The content validity was enhanced as the items were
compiled from the three core documents.
DATA ANALYSIS
• Visual material were grouped and categorised
• Descriptive statistics such as frequencies and percentages
were calculated per item on the tick sheet
RESULTS
Themes
Healthcare system
Human patient
Animals
Plants
Categories
Ward round (2)
Clinic, hospital, home (2)
Hospital admission timeline
Building with pillars
Local context, hospital, rehabilitation
Sick to healthy
Man with body parts
Circle of people
Muscle building the team’s power
Heart
Doll with interlinking parts
Octopus
Tree in winter and summer
Flower and balloons
Flower (2)
RESULTS (CONT.)
Themes
Categories
Transport and
mechanical
Bicycle
Paper Jet
Wheel
Windmill (2)
(Paper jet)
Soccer field
Paper fortune teller
Pictures
Steps in blocks
Circle and arrows
Graphical circle and triangles
The A plan
Arrows and funnel
Pictures and arrows
Clouds and arrows (3)
Game
Graphical
RESULTS (CONT.)
Themes
List
Other
Categories
List with arrows
Arrows
Process with arrows(2)
List (2)
Interprofessional plan as a menu
Birthday cake
RESULTS
Students' grasp of collaborative practice and interprofessional care
(n = 28)
30
25
28
28
28
13
21
19
7
9
22
23
21
10
5
14
15
20
15
5
7
14
0
Indicated on representation
Not indicated
6
RELATION OF ATTRIBUTES MENTIONED
RESULTS
Health Advocate
5%
Manager
4%
Scholar
3%
Process of IPECP
16%
Collaborative
leadership
13%
Practice
Environment
7%
Professional
Expertise
12%
Collaborative
teamwork
8%
Communication
16%
Shared Power
16%
DISCUSSION
• This was the first time (2015) the tick sheet was being
tested and it needs follow-up validation in the upcoming
sessions.
• Further research could apply and test this assessment tool
in other contexts e.g. during the CBE rotation.
CONCLUSION
• The evaluation of the visual representations
– groups could work collaboratively in a team
– the representations portrayed most of the principles of
interprofessional care,
– improvement of a fragmented healthcare system to a
strengthened healthcare system
• The qualitative data analysis enriched the findings
Prove of the students’ grasp of
interprofessional collaboration in a creative
and tangible way
THANK YOU
T: 051 401 9111 info@ufs.ac.za www.ufs.ac.za