An Examination of the Students’
Perceptions of their Role as Future Health
Professionals in the Delivery of Health
Services to Francophones in Northern
Ontario following an Interprofessional
Simulation Activity
Research Team:
Diane Mageau R.N., B.ScN., Med.
Lise Bonin R.N., B.ScN., M.ScN.
Gayle Adams-Carpino, CYW,RSW,MSW
Nicole Ranger B.Sc.
Conflict Disclosure Information
Presenters:
 Diane Mageau, consultant with College Boreal with respect
to simulation and Interprofessional Education
 Gayle Adams-Carpino, Interprofessional Education
Program Lead, Faculty Lecturer
Title of Presentation:
Examining the Perceptions of Future Health Professionals
regarding Health care delivery in French within collaborative
practice and following Interprofessional learning activities
inclusive of clinical simulation?
We have no financial or personal relationships to disclose
Conflict Disclosure Information:
Presenter:
Title of Presentation:
Financial Disclosure
Grants/Research Support:
Speakers Bureau/Honoraria:
Consulting Fees:
Other: (ie Employee of…)
Non-Financial Disclosure
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Presenter:
Title of Presentation:
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Funding
 Consortium National de Formation en Santé (CNFS)
Secrétariat National
 Collège Boréal
Objectives
 Develop an awareness of the role of interprofessional
simulation activities in the education system
 Describe the role of each member of the
collaborative team
 Recognize the opportunities of integrating culturally
sensitive scenarios into collaborative simulated
activities
We Need You!
Timelines for today’s workshop
 Context: 10 minutes
 History between Boreal and NOSM: 10 minutes
 Mini- Interprofessional Education (IPE) workshop: 20
minutes
 Experience with Standardized Patient: 20 minutes
 De-briefing: 20 minutes
 Questions from audience: 10 minutes
Context of our Collaboration
 2005 provincial funding for simulation and examining
integration into curriculum
 2009: Development of Boreal’s 2 day simulation
experience “A Day in the Life of a Nurse” including
student’s from Paramedics, Radiology, Ultrasound,
Dental (Orientation to clinical setting)
 2010: beginning collaboration between Boreal and
NOSM: introduction of pharmacy learner from
Waterloo, examining how to provide foundational IPE
understanding of collaborative practice
2011: 3 hour mini IPE workshop
prior to simulation event
Historical Context
 2011: 11 programs, 187 students, 20 from health
sciences faculty from Boreal participated in IPE
workshop followed by simulation event taking place 3
weeks following workshop
 January 2012: IPE workshop includes 6 NOSM
learners who also participated in Simulation event 3
weeks later
 Community Interprofessional Learning hours for
NOSM learners
 Research: prior to NOSM’s involvement simulation
event always delivered in French…’aha moment’
Power of Reflection for Change
Creating a way of thinking:
Collaboration

Health and education
systems need to work
together to coordinate
workforce strategies…
 what does this mean for
you and your
organization?
Distribution of Francophones
Interprofessional Education
 IPE is most defined as” “occasions when members of
two or more disciplines learn from, with, and about
each other to improve collaboration and the quality of
care” (CAIPE, 2002).
Interprofessional Education
Role Clarification
 Learners/practioners understand their own role and
the roles of those in other professions, and use this
knowledge appropriately to establish and meet
patient/client/family and community goals (CIHC 2010)
 Activity # 1 Talking Wall 5 minutes
Role Clarification
Teams who have a good collective understanding of
professional roles have:
 Effective communication
 Enhanced collaboration abilities
 Improved referral outcomes
 Enhanced patient care and health outcomes
 Recognize the unique geographical challenges of
Northern Ontario and the importance of
understanding roles and the context of role blurring
Role Blurring and Stereotypes
Blurring of the Roles…in Northern
Ontario Health Care…significance to
you in health and social care?
Culture, values, teamwork and
patient/client/community centred
care…what does it involve?
 How cultural
differences affect
our interpersonal
relationships and
how care is
delivered
 “how” do we
understand cultural
diversity, what
does it mean and
what does it look
like when providing
care?
Cultural Competency – What is
that about?
• “a set of congruent behaviours, attitudes and
policies that come together in a system, agency or
amongst professionals and enable that system,
agency or those professionals to work effectively in
cross-cultural situation” (Cross et al., 1989)
• “the ability of systems to provide care to patients
with diverse values beliefs, and behaviours,
including tailoring delivery of care to meet patients’
social, cultural, and linguistic needs” (Commonwealth
Fund, 2002)
Collaboration; complex yet
essential
Interprofessional learning leads to
collaborative practice
 creating practical opportunities…A Day in
the Life of a Nurse
 discover how your roles and responsibilities
relate in the real world
Collaborative Practice
Can improve:
 access to and coordination of healthservices
 appropriate use of specialist clinical
resources
 health outcomes for people with chronic
diseases
 patient care and safety
(World Health Organization, 2010)
Collaborative Practice
Can decrease:
 total patient complications
 length of hospital stay
 tension and conflict among caregivers
 staff turnover
 hospital admissions
 clinical error rates
 mortality rates
World Health Organization, 2010
The “WHY”…Patient Safety
 Human Factor Analysis
 An epidemic in communication errors
 195 000 hospital deaths from preventable
medical errors between 2000 and 2002
(Canadian Medical Journal, 2009)
Why examine culture and values?
 How cultural
differences affect our
interpersonal
relationships
 Understand and value
diversity
 Groups are defined by
and exist because of
their values
Cultural Competency – What does
it all mean?
 Providing culturally competent programs and
care, which includes paying attention to
culture, language, literacy, and health literacy,
thus builds inclusion and aims to:
 reduce long-standing health inequities;
 improve access, quality of service and health
outcomes; and
 decrease liability and improve health system
efficiency.
French Language Health Services
How Are You Making a Difference?
 Awareness
 Availability of services
 Availability of resources
Working together…client centered
care
 Decreased duplication
 Less chance of “falling through the cracks”
and blaming others
 Recognize the skills, expertise and
knowledge of other professions
(D’ Amour & Oandason, 2005)
Methodology
 Qualitative Phenomenological Study
 The « The What and How » learners
experienced the IPE and Simulation
collaborative activities
 Reflecting on personal experiences,
perceptions and assumptions
 Examining how effective patient centered
care is delivered to Francophone
populations
Methodology
 Dissemination of focus group discussion
following the simulation event
 Participants:
 20 - 1st Year Boreal Baccalaureate of
Nursing learners
 6 - 1st Year NOSM learners
 Significant phrases or sentences will be
identified
 Meanings generated will be clustered into
themes
 Submission to Journal of Interprofessional
Care
To care for someone, I must know who I am.
To care for someone, I must know who the other is.
To care for someone, I must be able to bridge the gap
between myself and the other.
Jean Watson
(Cited by J. Anderson, RN, PhD, 1987)
References
Accreditation of Interprofession Health Education. (2009). Prinicples and
practices for integrating interprofessional education into the accreditation
standards for six health professional in Canada. Retrieved November, 18, 2011
from http://www.afmc.ca/aiphe-afiss/activities-forum.html
Canadian Interprofessional Health Collaborative, (2010). A national
interprofessional competency framework. Retrieved July 26, 2010 from
http://www.cihc.ca/files/CIHC_IPCompetencies_Feb1210.pdf
Creswell, W.J. (2007). Qualitative Inquiry & Research Design-Choosing Among
Five Approaches. Thousand Oaks: SAGE Publications.
Johnstone, M.J., & Kanitsaki, O. (2006). Culture, language, and patient safety:
making the link. International Journal Quality Health Care, 18(5), 383-388.
Kohn, L., Corrigan, J., & Donaldson, M. (2000). To Err is Human: Building a
Safer Health System. Institute of Medicine. National Academy Press.
Washington D.C.
References…
Meads, G., Ashcroft, J., Barr, H., Scott, R., & Wild, A. (2005). The Case for
Interprofessional Collaboration. Blackwell Science: Oxford.
Special report on French Language Health Services Planning in Ontario, Office
of the French Language Services Commissioner,2009, www.flsc.gov.on.ca