Collaborating for Education and Practice: an Interprofessional Education Strategy For

University of Otago Wellington: Interprofessional education pilot project 2014

As part of our IPE pilot project, we are administering this survey to assess undergraduate students’ attitudes towards interprofessional health care teams and interprofessional education for the health professions. Thank you for your participation.

Note:

Interprofessional health care teams consist of health professionals from different disciplines or professions who share a common purpose and work together collaboratively and interdependently to serve a specific patient/client population and achieve the team’s and organization’s goals and objectives.

Interprofessional education refers to occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care.

We are indebted to the Centre for Collaborative Health Professional Education and Memorial University, NL, Canada for permission to adapt this survey tool for our purposes.

A. Background

1.In which health professional program are you currently registered?

□Dietetics

□Medicine

□Physiotherapy

□Radiation Therapy

2.Are you: □ female □ male

3.What is your age? Years (e.g. 24) __ __

4.Which ethnic group do you belong to? (please tick the space or spaces which apply to you)

□New Zealand European

□Māori

□Samoan

□Cook Islands Maori
□Tongan

□Niuean

□Chinese

□Indian

□Other such as DUTCH, JAPANESE, TOKELAUAN. Please state:

______

5.Have you had any interprofessional education (learning with/from/about) students from other health disciplines?

□Yes

□No

If yes, what was that and when was it? ______

6.Prior to this year, have you noticed a particular team of health professionals working collaboratively (discussing or interacting, and together deciding which members of the team have the best skills to work with a patient) in the care of a patient, where you have been able to identify their different skill sets?

□Yes

□No

If yes, what was that and when was it?

C. Attitudes towards interprofessional health care teams

We are interested in learning how you feel about interprofessional health care teams (i.e. participation of three or more professions in collaborative patient care).

Please indicate your level of agreement with each of the following statements, by checking the appropriate space following each statement. Use the scaleSD = strongly disagree; D = disagree; N = neutral; A = agree; SA = strongly agree.

STATEMENT: / Strongly Disagree / Disagree / Neutral / Agree / Strongly Agree

Patients/clients receiving interprofessional care are more likely than others to be treated as whole persons.

Developing an interprofessional patient/client care plan is excessively time consuming.

The give and take among team members helps them make better patient/client care decisions.

The interprofessional approach makes the delivery of care more efficient.

Developing a patient/client care plan with other team members avoids errors in delivering care.

Working in an interprofessional manner unnecessarily complicates things most of the time.

Working in an interprofessional environment keeps most health professionals enthusiastic and interested in their jobs.

The interprofessional approach improves the quality of careto patients/clients.

In most instances, the time required for interprofessional consultations could be better spent in other ways.

Health professionals working as teams are more responsive than others to the emotional and financial needs of patients/clients.

The interprofessional approach permits health professionals to meet the needs of family caregivers as well as patients.

Having to report observations to a team helps team members better understand the work of other health professionals.

Hospital patients who receive interprofessional team care are better prepared for discharge than other patients.

Team meetings foster communication among team members from different professions or disciplines.

Scale adapted from: Heinemann, GD, Schmitt, MH, and Farrell, MP. Attitudes toward health care teams. In Heinemann, GD, and Zeiss, AM. (Eds.) Team performance in health care: Assessment and Development. (pp. 155-159). New York: Kluwer Academic/ Plenum Publishers, 2002.

D. Attitudes towards interprofessional education

We are interested in learning how you feel about the relevance of interprofessional education (i.e. shared learning activities involving students from more than one health care professional program) to students’ development as health care professionals.

Please indicate your level of agreement with each of the following statements, by checking the appropriate space following each statement.

STATEMENT: / Strongly Disagree / Disagree / Neutral / Agree / Strongly Agree

Interprofessional learning will help students think positively about other health care professionals.

Clinical problem-solving can only be learned effectively when students are taught within their individual department/school.

Interprofessional learning before qualification will help health professional students to become better team-workers.

Patients would ultimately benefit if health care students worked together to solve patient problems.

Students in my professional group would benefit from working on small group projects with other health care students.

Communication skills should be learned with integrated classes of health care students.

Interprofessional learning will help to clarify the nature of patient problems for students.

It is not necessary for undergraduate health care students to learn together.

Learning with students in other health professional schools helps undergraduates to become more effective members of a health care team.

Interprofessional learning among health care students will increase their ability to understand clinical problems.

Interprofessional learning will help students to understand their own professional limitations.

For small-group learning to work, students need to trust and respect each other.

Interprofessional learning among health professional students will help them to communicate better with patients and other professionals.

Team-working skills are essential for all health care students to learn.

Learning between health care students before qualification would improve working relationships after qualification.

Adapted from: Parsell, G and Bligh, J. The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Medical Education 33(2): 95-100, 1999.

Student ID number

E. Perception of effective interprofessional teams

Please rate your ability to carry out each of the following tasks using a five point scale.

STATEMENT: / Poor / Fair / Good / Very Good / Excellent

Function effectively in an interprofessional team.

Treat interprofessional team members as colleagues.

Identify contributions to patient care that different professions can offer.

Apply your clinical knowledge for the care of patients in an interprofessional team care setting.

Ensure that patient/family preferences/goals are considered when developing the team’s care plan.

Handle disagreements effectively.

Strengthen cooperation among professions.

Carry out responsibilities specific to your profession’s role on a team.

Address clinical issues succinctly in interprofessional meetings.

Participate actively at team meetings.

Develop an interprofessional care plan.

Adjust your care to support the team goals.

Develop intervention strategies that help patients attain goals.

Raise appropriate issues at team meetings.

Recognize when the team is not functioning well.

Intervene effectively to improve team functioning.

Help draw out team members who are not participating actively in meetings.

Scale adapted from: Hepburn, K., Tsukuda, R.A. and Fasser, C. (1996). Team skills scale. In Heinemann, GD, and Zeiss, AM. (Eds.) Team performance in health care: Assessment and Development. (pp. 159-163). New York: Kluwer Academic/ Plenum Publishers, 2002.

Attitudes to long-term condition management scale 2014

I think my confidence to talk with people with long-term conditions about how their care is organised is: