The project objective is to develop an inter-professional learning experience within the acute care setting built around IPEC competencies. The project has three aims: 1) develop an inter-professional learning experience around care transitions within the acute care setting, 2) evaluate the impact on perceptions of teamwork and professional role formation among nursing and medical students, and 3) assess facilitators and barriers within the clinical setting to sustained implementation with repeated cohorts of students.
The project consists of pairing medical and nursing students with a patient to develop an understanding of various stages of discharge planning, roles/responsibilities of the team, effective communication, and collaboration. Four, weekly conferences were held for case presentations and debrief around the discharge process. Before and after their learning experience, students participated in focus group interviews to determine their understanding of IPEC competencies, various roles in healthcare, thoughts about inclusion in an inter-professional clinical learning experience, and current perceptions of their professional cultures. We administered two quantitative surveys pre- and post-implementation: the Nebraska Inter-Professional Attitudes Scale and the IPEC Competency Self-Assessment Tool.
At baseline, the nursing students scored similarly to medical students on the IPEC competencies (65.6 and 67.3 respectively) and higher on average (81.0 and 73.3 respectively) on the Nebraska survey. At the completion of the learning experience, the nursing students experienced a median increase of 7 points in the Nebraska score and 13 points for the IPEC score. The medical students experienced a median increase of 3.5 points for the Nebraska tool and 7 points for the IPEC score. Qualitative data is in process and will be completed by the time of the conference. The feasibility of implementing a clinical-based, inter-professional learning activity around care transitions has been proven.
This project is funded by the Woodruff Health Sciences Center IPEC Synergy Grant.
Disclosures:
In accordance with the Accreditation Council for Continuing Medical Education’s Standards for Commercial Support, adopted by the Joint Accreditors for Interprofessional Continuing Education, the National Center for Interprofessional Practice and Education has a conflict of interest policy that requires that all individuals involved in the development of activity content disclose their relevant financial relationships with commercial interests. All potential conflicts of interest that arise based upon these financial relationships are resolved prior to the educational activity.
Fernando Ona, Samuel Lowe, Steven Bingaman, Bethany Robertson, Amisha Metha, Jessica Star, Meredith Lora, Shirly Kooran, Beth Quatrara, Beth Turrentine, Danny Harris, Lisa Daniels, Kathy Lee Bishop, Jennifer Sharp, Caroline Coleman, Douglas Ander, Chase Corvin, Anastasia Pozdnyakova, Kelli Yukon, Allison Norenberg, Kimisha Cassidy, Kevin Roggin, Ross Milner, Vineet Arora
declare no vested interest in or affiliation with any commercial interest offering financial support for this interprofessional continuing education activity, or any affiliation with a commercial interest whose philosophy could potentially bias their presentation.
