Patients at the Centre of Interprofessional Education:

1
Patients at the Centre of Interprofessional
Education
John Lewandowski Anne Lamb Sue Jackson Jim
Cambell Bernie Wallis Jan Wardle Jane Metcalf
A Successful Model of IPE

2
Aims

• For students to
• Value inter professional team working
• Develop an understanding of each others
  roles
• By the end of the session, students should
  be able to
• List where professional roles compare
  contrast
• Document shared responsibility re patient
  assessment examination
• Give examples of a positive approach to
  resolving
• conflict between disciplines
• Identify needs of patients carers more
  effectively

Outcomes
3

Process

• Before the session
• Introduction
• On the ward
• Building
• Student assessment evaluation

4
82
59
7 5
2
No. of Students 157 over 11
separate sessions
5
Project Methodology

• Part of an overall evaluation of IPE
• Ethically approved
• Action research based
• Multiple data collection methods
• Qualitative
• 6 pre post semi structured focus groups
  completed
• Non participant observation
• - Guided post IPE focus groups
• - Feedback to facilitators
• Quantitative
• RIPLS Questionnaire (Parsell Bligh 1999)
• - 70 Pre IPE Completed 72 Post IPE Completed

6
Measuring it Results

• Focus Groups
• Action research helped to improve IPE
• Pre Focus group
• You all seem to know what you are doing. You
  seem so busy. We
• think you lot are quite scary - Med Student
• Post Focus Group
• With time we are getting more confident. I
  think that is because we
• are getting to know peoples roles and are not
  expected to know
• everything - Nurse Student

7
Measuring it Results

• RIPLS
• Team Working
• positive shift in collaborating with
  colleagues (p.000)
• Professional Identity
• Negative professional identity (p.001)
• Positive professional identity (p.000)
• Roles Responsibilities
• positive trend in attitudes re roles
  responsibilities (p.000)
• AHPs found to be most positive (p.002)
• 3rd year medics nurses more positive than 5th
  year medics
• (p.003)

8
Summary

• Ward based IPE works
• Grounded in reality experience
• utilising existing resources
• Student skills in communication
• due to confidence with one another
• understanding of each others roles
• 
  better team working AND
• 
  negativity between professions
• Ward based IPE once set up is relatively easy to
  maintain
• Designating leads for delivering IPE is important

9

• 
  Ground Rules
• Equity
• All contributions are valued and professional
  confidence enhanced
• Confidentiality
• As it pertains both to patients and student
  contributions to learning
• Jargon
• This must be avoided if possible or when used it
  must be explained
• Understanding
• All parties must clarify or check understanding
  if necessary
• Barriers
• All present must identify and agree any barriers
  to collaborative learning that are experienced
• Conflict
• This must be identified and a way to address
  conflict must be agreed
• Additions
• Sensitivity
• Demonstration of skills
• You may feel your skills are not up to 100. You
  can of course decline to take part, but you could
  use teaching in two ways first to revise, and
  second to highlight your learning needs
• Uncovering problems with patients during ward
  based IPE
• You may in your history or exam uncover findings
  with the patient which you may feel uncomfortable
  about disclosing in front of the patient. If that
  is the case make a note and they will be
  disclosed later