Jenn Salfi
RN,
Patty Solomon PT,
Dianne Allen RN,
Jen Mohaupt RN,
Donna Rawlin RN,
Susan Tam
RN,
PhD McMaster University
PhD McMaster University (Mentor)
MSc, PhD (student) Conestoga College
MSc, PhD (student) Conestoga College
MSc, PhD (student) Mohawk College
BScN Hamilton Public Health
Prepared for NERU, September 13, 2010.
-Background
-Current State of the Literature
-Interprofessional Education (IPE)
-IPE & the BScN Curriculum
-Purpose of IP Issues Assignment & Study
-Methodology
-Timeline
-Questions
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”
(CAIPE, 2002)
-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
“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)
-Proposed Framework
(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
1.
Mandatory Readings:
1.
2.
-CIHC (2010) National Interprofessional Competency Framework
-Suter et al (2009) Importance of Role Clarity & Communication in IPC
2. Engage in IPC
1.
2.
3.
-Must involve > 2 professions (student or professional)
-Must be interactive (immersion level)
Scholarly Paper
1.
2.
3.
-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).
Quantitative:
Does the Interprofessional 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?
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?
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
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)
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