- The project involved interprofessional student teams providing care to elder residents at a retirement community over 12 weeks. - Student surveys showed an initial dip in confidence midway through the project as they adjusted to interprofessional teamwork, but their skills improved by the end with most reporting better communication and respect for other professions. - The experience answered yes to the research question of whether it improved student teamwork skills based on improved survey scores.

1.
Occupa'onal
Therapy
(MAOT)
Physical
Therapy
(DPT)
Nursing
(ADN,
BSN)
Nurse
Prac''oner
(MS)
Physician
Assistant
(MPA)
Holis'c
Health
(MA)
Exercise
Science
(BS)
Spiritual
Direc'ons
(MA)
Social
Work
(BSW,
MSW)
The Dip: Orchestrating a Clinical Immersion Experience
in Interprofessional Education
Karen M Sames OTD, OTR/L, FAOTA and Rebecca L. McGill, Ed.D, RN
Interdisciplinary
Educa1on
Percep1on
Scale
(IEPS)
Readiness
for
Interprofessional
Learning
Scale
(RIPLS)
Interprofessional
Educa1on
Experience
Ques1onnaire
(IEEQ)
Students
Quotes:
• “I
am
more
open
to
communica'ng
with
other
healthcare
professions
and
sta'ng
my
opinion.”
• “It
has
been
great
to
figure
out
how
to
communicate
with
others
who
don’t
have
the
same
knowledge.”
• “My
thought
process
about
how
I
see
some
health
issues
has
changed
because
I
know
that
working
with
other
professions
is
more
important
than
working
alone.”
• “Learned
a
lot
about
communica'on
and
importance
of
communica'ng
expecta'ons
to
team
members.”
• “I
have
learned
that
working
together
as
an
interprofessional
team
does
not
mean
that
you
lose
focus
on
your
professional
self.”
• “I
feel
more
comfortable
talking
with
other
medical
professions
and
ac'ng
as
an
advocate
for
pts.”
19
items
scored
from
1
(strongly
disagree)
to
5
(strongly
agree)
Average
student
scores
became
more
nega've
at
the
6
week
mark,
but
improved
and
even
surpassed
original
ra'ngs
by
the
end
of
the
course.
The
item
that
showed
the
most
posi've
change
was
• I
would
welcome
the
opportunity
to
work
on
small-­‐
group
projects
with
other
health-­‐care
students
One
item
showed
a
slight
nega've
change
from
day
1
to
the
last
day
of
the
project
• Pa9ents
would
ul9mately
benefit
if
health-­‐care
students
worked
together
to
solve
pa9ent
problems
25.23
10.88
24.92
26.69
10.5
26.88
27.32
11.2
27.28
0
5
10
15
20
25
30
Competency and Autonomy Perceived Need for Cooperation Perception of Actual Cooperation
IEPSScores
Change in IEPS Scores
Initial
Week 6
Final
Elder
teachers
Students
Clinical
and
Faculty
mentors
Addi'onal
facility
support
staff
SETTING & BACKGROUND
OUTCOMES
SUMMARY
• The
project
resulted
in
mutual
benefit
for
the
University
and
Carondelet
Village.
• Per
CV
staff,
the
student
teams
posi'vely
affected
the
health
and
vitality
of
the
elder
teachers.
• Students
experience
a
dip
in
confidence
part
way
into
the
project
but
work
through
it
and
come
out
stronger
at
the
end.
• This
project
should
be
revised
and
replicated
so
more
students
can
have
an
interprofessional
team
experience.
• Answer
to
the
research
ques'on:
Yes,
they
do
report
improved
teamwork
skills
DESIGN & IMPLEMENTATION
RESEARCH QUESTION
Do
health
professions
students
who
par1cipate
in
an
interprofessional
educa1on
experience
report
improved
teamwork
skills?
15
items
scored
from
1
(strongly
disagree)
to
6
(strongly
agree)
Two
subscales
showed
steady
improvement,
one
showed
a
dip
at
6
weeks
The
item
with
the
largest
posi've
change
was
• Individuals
in
other
professions
respect
the
work
done
by
my
profession
Every
item
showed
a
posi've
change
from
day
1
to
the
last
day
of
the
project
Two
campuses
–
St.
Paul
and
Minneapolis
32
healthcare
programs
from
cer'ficate
to
clinical
doctorate
Independent
Living
Assisted
Living
Memory
Care
Care
Center
SAMPLE TEAMSTUDENT PARTICIPANTS
42.26
4.23
18.23
5.85
42.10
4.19
17.77
6.60
42.96
4.04
18.96
4.60
0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
45.00
50.00
Teamwork and Collaboration Negative Professional
Identity
Positive Professional Identity Roles and Responsibilities
Subscalescore
Change in RIPLS scores
Initial
Week 6
Final
Possible
Explana1ons
• Students
overes'mate
their
teamwork
skills
when
they
start
an
IPE
experience
(Pollard,
Miers,
&
Gilchrist,
2005).
They
discover
that
working
in
IPE
teams
is
not
the
same
as
working
in
teams
with
their
classmates
of
the
same
profession.
• Differences
in
the
vocabularies
of
each
profession
may
have
made
communica'on
within
the
team
more
challenging
than
students
expected
(Coleman,
Roberts,
Wulff,
VanZyl,
&
Newton,
(2008).
• Student
discomfort
with
role
overlap
among
professions
may
have
surfaced
early
and
then
worked
through
as
the
team
progressed.
• Students
may
have
had
stereotypes
about
other
professions
that
began
to
crack
as
the
teams
worked
together,
crea'ng
doubt
in
their
minds
about
what
they
thought
they
knew
to
be
true
about
the
other
professions.
This
may
have
lead
to
a
crisis
of
self-­‐confidence
(Ateah
et
al.
2011;
Hean,
Macleod,
Adams,
&
Humphries,
2006;
Tunstall-­‐Pedoe,
Rink,
&
Hilton,
2003).
References
available
on
handout
St.
Catherine
University
HenrieNa
Schmoll
School
of
Health
Carondelet
Village
Ini1al
2
weeks
• Didac'c
por'on
of
course
• Form
teams
• Assign
mentors
and
elder
teachers
Final
14
Weeks
• Observe
• Plan
• Implement
• Evaluate
Evalua1ons
• Quan'ta've
• RIPLS
• IEPS
• Qualita've
• IPEEQ
• Assignments,
mee'ng
summaries,
field
notes
Study
was
conducted
over
two
terms
(J-­‐Term
and
Spring)
for
16
week
in
2013
and
2014.
Elder
teacher:
• Male
post
CVA
with
OCD
• Care
Center
• Sits
in
wheelchair
parked
in
dining
room
from
6
am
to
7
pm
every
day
• Constantly
using
call
bumon
Students:
• OT,
nursing,
physician
assistant,
and
PT
students
Clinical
mentor:
• nurse
Team
2