A retrospective pre-test was used because training interventions like the IP-CLS may change participants’ understanding of the dimension being measured thereby changing their perception of their initial level of functioning.(8) For example, when analyzing something like interprofessional collaboration, participants may not know what they don’t know until they know it. In September 2010, about six months after completing the last IP-CLS session, IPEC members from Southlake were asked to complete a retrospective pre- and post-participation self-assessment. Based on the ‘BC Competency Framework for Interprofessional Collaboration’, the assessment explored how participants felt their knowledge, skills, attitudes and behaviours related to interprofessional collaboration had changed as a result of the training intervention. The online survey consisted of 72 questions asking IPEC members to think about their behaviour before their participation in the learning series. They were then asked the same questions again, which they were asked to answer with their current behaviour in mind. In order to assess whether a cultural shift had occurred across the organization, participants were also asked to participate in a focus group. The focus group explored the benefits of the learning series, how it could have been improved, and changes participants see in themselves, their practice and across the organization that they attribute to the learning series.
B1 Rapid Fire: Engagement Through Collaboration - C. Newton, V. Wood and L. Nasmith
Building Capacity for Interprofessional Collaborative Practice: The Interprofessional Collaborative Learning SeriesChristie Newton; Victoria Wood; and Louise Nasmith
Overview Drivers for change Development of an IP-PD program: the IP-CLS Pilot Implementation and Evaluation Moving Forward
Esther WincklerIn March 2000 Esther Winckler entered Chilliwack GeneralHospital for an elective hip surgery. A 77 year oldgrandmother in good health except for osteoarthritis of thehip. She was on no medications and was considered anexcellent surgical candidate. She died three days postoperatively. The inquiry identified medical error through afailure of communication as the cause of untimely death.
Why Learning to Collaborate Matters? “In health care a report of 2,000 critical incidents showed that 70% to 80% of medical errors are due to interpersonal interaction issues” Williamson et al 1993
Drivers for ChangeOur healthcare system,rooted in a uni-disciplinary approach topractice, no longer meetsthe needs of our patients.The patients and thesystem have become toocomplex for ‘old’ practicepatterns to be effective.
Why Learning to Collaborate Matters? Interprofessional collaborative patient centred practice offers a practical framework within which the numerous health professions can interact with each other in order to provide the optimal quality of care.
IP-CLS Development Stakeholder involvement BC Competency Institute for Health Framework forImprovement Model for IP-CLS Interprofessional Improvement Collaboration Needs assessment findings
IP-CLS GoalAdvance participants’ understanding and ability to lead fellow colleagues in the art and science of working collaboratively for patient-centred care
Strengths of the ModelPatient-Centred Context Relevant Facilitates Change Train-the-Trainer Approach
Pilot and Evaluation of the ModelSouthlake Regional Health Centre, Newmarket, Ontario (April 2009-May 2010)
Pilot Evaluation 35 clinical educators and practice leaders Professions: medicine, nursing, physical therapy, occupational therapy, dietetics, pharmacy, audiology, speech language pathology, laboratory medicine, interventional radiology, and human kinetics Retrospective pre- and post-participation self-assessment Asked to rate how often they felt they demonstrated the knowledge, skills and behaviours described in the BC competency framework using a 5-point Likert Scale Focus group explored: What they found beneficial about the IP-CLS; Suggestions for improvement; Changes in themselves, their practices and within the organization that resulted from the learning series; and The future of interprofessional collaborative practice across the organization.
Overall Findings The frequency with which participants felt they demonstrated each competency increased after their participation in the learning series. Influenced by how often they felt they demonstrated each competency prior to participation
Specific Findings Prior to participation in the learning series, most participants felt they ‘almost always’ or ‘always’ demonstrated competencies related to general collaboration, which are also relevant to uni-disciplinary practice
Specific Findings Only 50% of participants felt they demonstrated competencies more specific to interprofessional collaboration ‘almost always’ or ‘always’ prior to participation After taking part in the learning series, 90% of participants felt they ‘almost always’ or always demonstrated these more specific competencies
Specific Findings Skill based interprofessional competencies (role negotiation, conflict management, team facilitation,…) improved in the post-test. However, not as much as the collaborative practice knowledge based competencies (role definitions, scopes of practice, patient-centred care).
Program Findings Elements of the series that people particularly liked were: The learning tools provided, which they subsequently used with their colleagues and students; The use of role plays and case scenarios to drive the learning; and The session on shared decision- making.
Conclusion Has the potential to build capacity for interprofessional collaborative practice Promotes interprofessional competencies allowing participants to incorporate elements of interprofessional collaboration into practice Creates leaders for interprofessional collaborative practice that are able to model it to colleagues and students on placement and thereby serve as change agents within the practice context
Moving Forward IP-CLS content is being implemented in the health authorities across British Columbia, and there is ongoing evaluation. Challenges with the logistics of 7 sessions have resulted in modifying the delivery IPC on the Run