Open Access Open Access  Restricted Access Subscription Access

Health professional student attitudes towards teamwork, roles and values in interprofessional practice: The influence of an interprofessional activity

Joanne Connaughton, Susan Edgar, Heidi Waldron, Chris Adams, Jane Courtney, Michelle Katavatis, Angela Alessandri

Abstract


Introduction: Logistical difficulties associated with timetabling interprofessional education (IPE) in multiple entry-level health professional programs requires adopting new and innovative models. This study evaluated whether a 2-hour IPE workshop can impact students’ perceptions of teamwork, professional roles, values and communication.

Method: Medical, physiotherapy and nursing students (n = 430) reviewed a case study and discussed roles, responsibilities and communication between healthcare professionals. Students were invited to participate in research by completing pre and post surveys comprising 12 statements based on the teamwork, roles and responsibilities and interprofessional biases questions from the Interprofessional Attitude’s Scale (IPAS). Data from IPAS were entered into SPSS and analysed using descriptive statistics.

Results: All student groups demonstrated a positive attitude pre activity with an overall statistically significant improvement in pre- and post-activity scores (z = -8.568, p < 0.001, medium to large effect size (r = 0.47), pre workshop Md = 45 to post workshop Md = 46.5). Students identified the activity as relevant to them for learning more about their professional roles, communication, values and teamwork.

Conclusions: A 2-hour workshop can be effective in influencing students’ attitudes towards IPE. Inclusion of a team activity promotes discussion on cooperation, coordination and accountability. Using a case study of a patient whose condition deteriorates as a result of poor communication enables students to explore the value of thier own and other professions roles and responsibilities as well as interprofessional communication.

A case-study-based IPE activity is effective in influencing students' attitudes towards interprofessional communication and teamwork and developing a better understanding of their own and one another's roles in patient care.


 


Keywords


interprofessional education, interdisciplinary communication, educational model

Full Text:

PDF

References


Australian Medical Council Limited (AMC). (2013). Standards for assessment and accreditation of primary medical programs by the Australian Medical Council 2012. Kingston, ACT: Author

Australian Nursing and Midwifery Accreditation Council (ANMAC). (2012). Registered nurse accreditation standards 2012. Canberra: Author.

Australian Physiotherapy Council Limited. (2017). Guidelines for accreditation: Entry-level physiotherapy practitioner programs. Retrieved from https://physiocouncil.com.au/wp-content/uploads/2017/10/GUIDELINES-FORACCREDITATION-V1.2-18052018.pdf

Bressler, T. (2016). Interprofessional education: Partnerships in the educational proc. Nurse Education in Practice, 16(1), 144–147.

Curran, V., Reid, A., Fitzgerald, S., Heath, O., & Mullins-Richards, P. (2015). The use of standardised patients in interprofessional education curriculum delivery: A causal-comparative study of student feedback. Focus on Health Professional Education, 16(3), 16–28. Retrieved from https://search.informit.com.au/fullText;dn=214651;res=AEIPT

Curran, V. R., Sharpe, D., Flynn, K., & Button, P. (2010). A longitudinal study of the effect of an interprofessional education curriculum on student satisfaction and attitudes towards interprofessional teamwork and education. Journal of Interprofessional Care, 24(1), 41–52. doi:10.3109/13561820903011927

Denvir, P., & Brewer, J. (2015). "How dare you question what I use to treat this patient?": Student pharmacists' reflections on the challenges of communicating recommendations to physicians in interdisciplinary health care settings. Health Communication, 30(5), 504–512. doi:10.1080/10410236.2013.868858

DiVall, M. V., Kolbig, L., Carney, M., Kirwin, J., Letzeiser, C., & Mohammed, S. (2014). Interprofessional socialization as a way to introduce collaborative competencies to first-year health science students. Journal of Interprofessional Care, 28(6), 576–578. doi:10.3109/13561820.2014.917403

Engel, J. (2017). A power experience: A phenomenological study of interprofessional education. Journal of Professional Nursing, 33(3), 204–211.

Hertweck, M. L., Hawkins, S. R., Bednarek, M. L., Goreczny, A. J., Schreiber, J. L., & Sterrett, S. E. (2012). Attitudes toward interprofessional education: Comparing physician assistant and other health care professions students. The Journal of Physician Assistant Education, 23(2), 8–15.

Hood, K. (2014a). Prior experience of interprofessional learning enhances undergraduate nursing and healthcare students' professional identity and attitudes to teamwork. Nurse Education in Practice, 14(2), 117–122.

Hood, K. (2014b). Trying on the professional self: Nursing students' perceptions of learning about roles, identity and teamwork in an interprofessional clinical placement. Applied Nursing Research, 27(2), 109–114.

Hudson, J. N., Lethbridge, A., Vella, S., & Caputi, P. (2016). Decline in medical students' attitudes to interprofessional learning and patient-centredness. Medical Education, 50(5), 550–559. doi:10.1111/medu.12958

Jones, B., & Phillips, F. (2016). Social work and interprofessional education in health care: A call for continued leadership. Journal of Social Work Education, 52(1), 18–29.

Kahaleh, A. A., Danielson, J., Franson, K. L., Nuffer, W. A., & Umland, E. M. (2015). An interprofessional education panel on development, implementation, and assessment strategies. American Journal of Pharmaceutical Education, 79(6), 78. doi:10.5688/ajpe79678

Lapkin, S., Levett-Jones, T., & Gilligan, C. (2014). The effectiveness of web-based interprofessional learning modules on health professional students' behavioural intentions in relation to medication safety: A quasi-experimental study. Nursing Education Today, 33(2), 90–102. doi:10.1016/j.nedt.2011.11.006

McNaughton, S. M. (2015). Students' reflections on first-year interprofessional teamwork: Phenomenographic evaluation of function and success. Focus on Health Professional Education, 16(3), 86–100

Nisbet, G., Lee, A., Kumar, K., Thistlethwaite, J., & Dunston, R. (2011). Interprofessional health education: A literature review. Sydney: Australian Learning and Teaching Council, University of Sydney.

Norris, J. (2015). The development and validation of the Interprofessional Attitudes Scale: Assessing the interprofessional attitudes of students in the health professions. Academic Medicine, 90(10), 1394–1400.

Paradis, E., & Whitehead, C. R. (2015). Louder than words: Power and conflict in interprofessional education articles, 1954–2013. Medical Education, 49(4), 399–407. doi:10.1111/medu.12668

Steketee, C. (2014). Interprofessional health education in Australia: Three research projects informing curriculum renewal and development. Applied Nursing Research, 27(2), 115–120.

The University of Notre Dame Australia. (2018). Graduate attributes. Retrieved from https://www.notredame.edu.au/about/learning-and-teaching-at-notre-dame/ graduate-attributes

Waldron, N. (Producer). (2015). Recognising and responding to clinical deterioration: A clinician’s guide [Video file]. Retrieved from https://vimeo.com/139183068

Wharton, T., & Burg, M. A. (2017). A mixed-methods evaluation of social work learning outcomes in interprofessional training with medicine and pharmacy students. Journal of Social Work Education, 53(1), S87–S96

World Health Organization (WHO). (2010). Framework for action on interprofessional education and collaborative practice. Geneva. Retrieved from https://www.who.int/hrh/resources/framework_action/en/




DOI: http://dx.doi.org/10.11157/fohpe.v20i1.270

Refbacks

  • There are currently no refbacks.