Interprofessional clinical skills training: A quasiexperimental controlled trial

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Inter-professional clinical skills training A
quasi-experimental controlled trial

• Simon Cooper
• Fiona Duncan
• Paul Bradley
• Funded by ceppl Full report at
• http//www.plymouth.ac.uk/files/extranet/docs/HSW/
  CEPPL20Interprofessional20Skills20Learning20Re
  port.pdf

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Research questions

• Does inter-professional skills training influence
  attitudes, leadership, team work and skills
  performance?
• Is there a difference in attitudes, leadership,
  team work and skills performance between medical
  and nursing students?

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Setting Sample

• 2nd year medical/nursing students
• Inter-professional (Plymouth) v uniprofessional
  (Exeter)
• One day Immediate Life Support course measuring
• Skills airway, BLS, defib ratings
• Leadership and team work ratings
• Video recorded simulated team scenarios

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Data collection tools

• Performance ratings
• Leadership (LBDQ)
• Team work (ETD)
• Skills performance (RTT)
• Five focus groups (3-4 months post) all run
  uni-professionally
• Readiness for Inter-professional Learning (RIPL)
  (reported elsewhere)
• (Cronbachs alpha gt82)

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Results

• Sample (for Performance rating)
• Day 1 Multiprofessional (15 15)
• Day 2 - 5 medical
• Day 3 13 Nurses
• Day 4 5 medical
• Inter- observer reliability 0.649 (good)
• Power gt 94 to identify an effect size of 0.20
  MP v UP

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Observation Results

• No difference between multi and uniprofessional
  groups in any of the performance ratings
• However in the sub groups
• Medical students had higher leadership ratings in
  all settings (p 0.01) and
• led more dynamic (p0.039)
• and efficient teams (the tasks) (p0.021)

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Video clips

• Clip 1 good nurse only
• Clip 2 good multiprofessional

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Video clip summary

• Good multiprofessional groups were as good as
  uniprofessional groups despite being less
  familiar with each other.
• The MPL element adds buzz to the performance

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Focus groups

• Broad support for inter-professional learning
  (IPL)
• Perceived benefits for
• Teamwork and communication
• But concerns about
• Professional identity
• Hierarchical inequities
• And feelings of intimidation (nurses)

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Conclusions/Recommendations

• Collaborative practice may be enhanced by IPL
• At the very least it appears not to be reduced in
  IPL settings
• IPL episodes should be introduced at regular
  intervals throughout training

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Any Questions?