Vancouver Island Interprofessional Education Project

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• Vancouver Island Interprofessional Education
  Project
• Presenter Judy Burgess, R.N., M.N., PhD in
  progress
• IPE Education Coordinator, School of Nursing,
  UVic
• March 1st, 2007 In-BC Workshop

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IPE Project Overview

• Partners Vancouver Island Health Authority BC
  Cancer Agency University of Victoria Camosun
  College, Malaspina University College North
  Island College
• Goal Design a sustainable partnership with
  health agencies and educational institutions,
  for students and practitioners in a learning
  context to apply their knowledge, skills, and
  attitudes of interprofessional education and
  collaborative, client-centred practice.
• Objectives
• Partner academic and health agencies
• Conceptualize interprofessional education
• Conceptualize collaborative practice
• Contribute to client-centred care

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IPE Project Structure
Interprofessional Network of B.C.

Vancouver Island Coordinating Committee

• SITES
• VIHA Practice Coordinator
• Site Representative Physician Lead
• Preceptors/Staff

• SCHOOLS
• UVic Education Coordinator
• Placement Coordinators and
• Course Instructors
• Students

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Project Sites/Timelines

• Phase 1 Sites (May-August 2006)
• Port McNeill District Hospital
• Ladysmith District General Hospital
• Phase II Sites (Jan to April 2007)
• Saanich Peninsula Hospital (Victoria)
• WCGH (Port Alberni)
• Health Point Primary Care Centre (Victoria)
• Port McNeill District Hospital
• Luther Court (Victoria)
• Phase III Sites (May to August 2007)
• Quick Response Team (Victoria)
• Ladysmith Health Centre
• Saanich Peninsula Hospital (Victoria)
• WCGH (Port Alberni)
• Luther Court (Victoria)
• Possible Qualicum Gardens, North Island Liver
  Service

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Phase I (May to August 2006) Immersion approach

• Interprofessional joint clinical placement of
  health discipline students
• Rural placements in Port McNeill Ladysmith
• Student groups of 6-8 interprofessional students
• Students reported positive learning
• Qualitative evaluation on-line reflective
  questions
• Case Study in Ladysmith Co-location in Port
  McNeill

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Phase II (January to April 2007) Exposure
approach

• Regular student placements, including nursing
  CLUs
• Rural and urban sites- small and large
• Individuals and student groups
• IP menu of activities developed in sites
• Site development and student coordination
• Self-directed (flexible student learning)
• Preceptor-student reflective discussion
• Qualitative evaluation focus groups of student
  and of key informants

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Evaluation Objective 1Partnerships and
Networking
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Evaluation Outputs Objective 2IPE indicators
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Evaluation Objective 2IPE indicators

• Case study allowed me to see how other health
  professions approach a problem.
• Case study was a good process for uscentral to
  team development.
• Case study encouraged us to work together, which
  is not always possible in hc, due to different
  agendas and time constraints.
• Living together intensified the positive
  effectscatalyzed cohesive group development
• Factors supporting education internet access,
  attentive preceptors, physicians as teachers,
  student mentors, facility manager as champion,
  staff support, regular meetings, role modeling
• Factors missing more time needed, work
  side-by-side, on-line forum, physical location,
  earlier course work
• Indicators
• Professional schools support for IPE evident
• Schools and practice sites understand each
  others role in IPE
• Joint development among schools, HAs and practice
  sites
• Student articulate clearer understanding of other
  professionals
• Students learn to accept ideas from other
  professional disciplines

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Evaluation Output Objective 3Collaborative
Practice
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Evaluation Objective 3Collaborative Practice

• Professional identity We each had so much
  knowledge to share we recognized the importance
  of each of our roles.
• Patient focused We were determined to create a
  useful project that could make a change in a
  patients life.
• Communication We had good communication
  (listening, articulating, writing, sharing
  research and leadership)
• Respect We had willingness to listen, share, to
  socialize and a respect of each others
  contributions we were open, keen and aware
• Diversity We had appreciation of different
  perspectives before decisions were made our
  different focus allowed us to provide care in an
  inclusive way
• Roles We fell into our team roles naturally
  as mediator, timekeeper, organizer, social
  coordinator
• Leadership Time constraints were short
  leadership was assumed by most assertive /
  organized member

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Evaluation Objective 3Collaborative Practice

• Outcomes
• I felt comfortable asking the meaning and
  implications of medical terms
• I gained confidence to approach other healthcare
  professionals
• I gained overall confidence in my practice
• I gained how to integrate the medical with social
• I gained better understanding of my own role
• It reinforced my enthusiasm for the way of
  working

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Evaluation Objective 4Patient-Centred Care

• Melding of knowledge showed immediate benefits to
  the patient and his family indicated by the
  statement we have a new dad
• There was positive outcome for client/family/hospi
  tal staff/professions
• All areas of patients medical, social,
  environmental and mental health were acknowledged
  and respected, giving patient and family a
  feeling of peace and more importantly a feeling
  of being heard
• I experienced how this holistic client focused
  practice will make a difference for the patient
  and family and lessen the burden of care.

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IPE Lessons Learned

• Immersion experience provided significant
  learning for students, in some cases, life
  changing.
• Case study provides focus for teamwork and depth
  of learning
• Shared accommodation accelerated team formation
  and opened up informal learning process issues
  of conflict may hinder professional learning.
• Students quickly experience evidence of their IP
  approach with patients
• Increased need for communication between practice
  sites and educational programs to facilitate
  student experience.
• More work required within post-secondary
  departments and programs in areas of curriculum,
  barriers to IP teaching

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IPE ProjectSustainability /Next Steps

• VIHA
• Continued site development with preceptors
• Link with Professional Practice
• Care Delivery Model
• Practice Education/HSP-Net
• Future Learning and Development Workshops
• Post Secondary Schools
• UVIC Team Challenge (March 8th)
• Adapt course curriculum
• Interprofessional Placement Coordinator focus
• Future Teaching and Learning Workshops
• Developing champions leaders in IPE
• Students, practitioners, educators
• Advance Provincial IPE Framework
• Curriculum Evaluation