An Interprofessional Approach: Emphasis on Education and Collaboration

Susan K. Stinson, M.S.N, RN

Additional Authors
Becky Inglis, M.S.N, RN; Ana Schaper, Ph.D., RN; Melissa Franz, Gundersen Lutheran Summer Research Fellow

Gundersen Lutheran Health System

Background
Gundersen Lutheran Health System (GL) Interdisciplinary Patient Care Committee (IPCC) (2010)---Committee supported an interprofessional project Interprofessional Education Collaborative (IPEC) (2011)---Educate practitioners, scholars, and researchers to work together and with patients for relationship-centered health care World Health Organization (WHO) (2010)---Interprofessional education (IPE) is necessary to prepare a “collaborative practice-ready” health workforce better able to respond to local health needs

Significance
Interprofessional education and collaboration has numerous benefits to nursing and others. -Institute of Medicine (IOM) Future of Nursing Report (2011) #2 and #8 indicates the need for the nurse to lead and expaned collaborative improvments and collect and do analysis of interprofessional healthcare workforce data. -WHO (2010) believes in the team based approach to health care and that when 2 or more professions work together it can improve health outcomes.

Purpose/objective
Evaluate the Educational Program- •A satisfactory learning experience •Development of core competencies in interprofessional practice •Understanding the key concepts of Patient and Family Centered Care, Health Literacy, Cultural Awareness, Communication/Conflict, Collaboration •Knowledge transfer (3-month follow up)

Methods/project
Program Evaluation Research -IRB Approval -Sample population: Purposeful Convenience sample -Data collection: Post Program Survey via Qualtrics 3-month follow up survey -Instruments: Demographics Questionnaire W(e) Learn Interprofessional Program Assessment W(e) Learn Interprofessional Collaborative Competencies Attainment Survey -Data analysis: Descriptive Statistics Paired t-test Content Analysis

Results
A seven point scale was used to rate the learners satisfaction with the program. Overall participants were satisfied with the program. With the exception of opportunities to practice, respondents moderately to strongly agreed program assessment measures were met. The assessment evaluated the participant’s core competencies of interprofessional practice. There were strongly significant increases in competencies domains of communication, collaboration, roles & responsibilities, patient centered care, and conflict management. Even though, they were all rated extremely high, it is interesting to note, collaboration was rated the highest and communication was rated the lowest when strong communication skills are necessary for effective collaboration.

Clinical implications
•Clinical implications •Participants represented diverse professions to support learning from and with each other •Qualitative data demonstrated increased awareness of overt and subtle behaviors of non-ideal care •With the exception of lack of an opportunity to practice interprofessional competencies, participants indicated high satisfaction with the program •Self-rated core competencies significantly improved after viewing video simulations and participating in small group discussions •This project set the stage for ongoing continuous coordinated collaborative care at Gundersen Lutheran.