Interprofessional Education (IPE) in the B.Sc.N Curriculum: Are We Preparing Our Students for Collaborative Practice? --------------------------------------------

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Interprofessional Education (IPE) in the
B.Sc.N CurriculumAre We Preparing Our Students
for Collaborative Practice?----------------------
----------------------

• 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.

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Objectives

• -Background
• -Current State of the Literature
• -Interprofessional Education (IPE)
• -IPE the BScN Curriculum
• -Purpose of IP Issues Assignment Study
• -Methodology
• -Timeline
• -Questions

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Background

• 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

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Proposed Solution IPC and IPE

• 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)

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Current State of Literature

• -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

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Interprofessional Education (IPE)

• 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).

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Interprofessional Education (IPE)

• 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).

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IPE in the BScN Curriculum (McMaster)

• -Up until September 2009 nil
• -Interprofessional Issues Assignment (Sept.09)
• -Proposed Framework
• (Conestoga, McMaster IPE competencies)

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IPE in the BScN Curriculum (McMaster)

• 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

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Purpose of theInterprofessional (IP) Issues
Assignment

• 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

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IP Issues Assignment

1. Mandatory Readings
2. -CIHC (2010) National Interprofessional
   Competency Framework
3. -Suter et al (2009) Importance of Role Clarity
   Communication in IPC
4. Engage in IPC
5. -Must involve gt 2 professions (student or
   professional)
6. -Must be interactive (immersion level)
7. Scholarly Paper
8. -Select an IP Issue
9. -Background Information Impact of Issue
10. -Identifies Areas for Professional Development
    Proposes Strategies (skills, knowledge
    behaviours still required for IPC)

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Purpose of this Study

• 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?

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Methods

• 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).

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Questions

• 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?
•  

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Methods

• 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?

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Methods

• 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

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Methods

• 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 (mothers maiden name
  number)

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Methods

• Ethics Special Considerations (PICPTutor)
• -Level 4 student leaders review collect
  consent forms
• administer , collect deliver questionnaires
• -Students from PIs 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

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Timeline

• -Ethics/UNEC Approval Fall 2010
• -Letter of Invitation December 2010 January
  2011
• -Recruitment of student leaders December 2010
• -Pre-questionnaires Tutorial2 - Week of
  January 10, 2011
• -Post questionnaires Tutorial9 - 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

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Questions?