presentation 9 - all together now!
TRANSCRIPT
Team Health Right Start Program Showcase 27 February 2012
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Right Start Forum
All together now! An integrated inter-professional learning program for rural
health students at the University of New England. .
27 February 2012
Team Health Right Start Program Showcase 27 February 2012
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Project Team Presenter/Project Leader: Associate Professor Penny
Paliadelis, Deputy Head of School (Teaching & Learning),School of Health, University of New England.
Project Team: Jackie Lea, (Nursing Lecturer, UNE)
Anthea Fagan ( Clinical Coordinator, School of Health, UNE)
Ieva Stupans (Professor of Pharmacy, UNE)
Dr Maree Puxty (Clinical Dean, School of Rural Medicine, UNE)
Linda Turner (Associate Professor of Social Work)
Clinical Colleagues from Hunter New England Health and consumer representatives
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Introduction & Background
The University of New England offers a range of professional-entry health courses in nursing, medicine, social work and pharmacy.
The Team Health Right Start funded program brought
a number of these students together to work collaboratively to address two rurally-focused simulated case scenarios, during a 2-day workshop supported by an online learning space.
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Aim & Methods
Upon completion of this program students were able to:
Understand and articulate strategies that promote effective teamwork that can enhance staff satisfaction and consumer outcomes.
Demonstrate enhanced effective teamwork in applying clinical judgment to range of simulated situations.
Develop skills in applying reflection in and on practice.
Integrate effective communication skills into practice situations using a variety of evidence-based frameworks.
Integrate an enhanced understanding of the roles of each professional group within effective healthcare teams.
Appreciate the influence of human factors in the provision of effective interprofessional safe, high quality patient-centered care.
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Project outline
Participating students were enrolled in an online site offered via the Moodle platform and then came together during the 2-day workshop held on 4-5 November 2011. They were guided to consider the care of two clients from a client journey perspective and reflect on their delivery of effective inter-professional care in a rural context.
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Project Content The two simulated case scenarios were
set in a rural context and developed by the project team in consultation with rural clinicians and consumer representatives.
Scenario 1 was based around a Mr Boney, an indigenous male with a complex health and social history and renal dysfunction.
Scenario 2 was an elderly woman, Mrs Johnson, who had a range of social, health, medication issues.
Facilitator notes and complete scripts for both scenarios were developed and actors were used to simulate Mrs Johnson and Mr Boney’s relatives.
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Evaluation processes
In total 28 students completed the program:
9 nursing students 8 pharmacy students 6 medical students 5 social work students
A range of evaluations were conducted to capture consumer representative, student & project team impressions of the program:
UNE developed pre and post program surveys were embedded in the Moodle activities
Quantitative data about the value of the workshop activities for students and the project team was conducted via an audience response tool during the concluding session of the workshop.
An evaluation tool prescribed by CETI was administered post-workshop
Qualitative comments were sought from participating students, consumer representatives and project team members.
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Pre and post workshop survey results
The data suggests that while overall the students were very receptive to the notion of inter-professional learning/practice, fifty percent of them felt that members of their profession currently practice autonomously.
Nearly half of them thought that inter-professional learning was hard to implement, although unanimously they disagreed that inter-professional learning was a waste of time.
These results indicate that the students came to this program with an enthusiasm to engage with clinical colleagues from across the discipline groups.
Post workshop results were very encouraging, as they indicate that the students found the program a positive experience that provided then with insights into how inter-professional learning and practice contributes to the delivery of quality patient care.
One hundred percent of students felt that the program was pitched at the right level and 90% agreed that this program was valuable for their learning.
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Audience response feedback
Q. Did the workshop and panel discussions aid in understanding interprofessional teamwork?
90.5%
9.5%
Yes No
90%
10%
Yes No
Q. Did you gain a better working knowledge of the roles of other health professionals?
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Qualitative feedback
I liked the fact that the inter-professional learning activity gave each profession a chance to understand other professions in relation to improving patient care and a chance to include the patient themselves in that process (student)
The contribution of the social worker to assist with psychosocial, financial, logistic, and domestic concerns, enables more clinical, pathophysiological issues to be addressed and hopefully resolved by clinical staff such as doctors, nurses and pharmacists (student)
The development and delivery of the program was rather rushed, due to the short timeframes, however, despite this, the students gained a lot from it, and I personally delighted in networking with a range of academic and clinical colleagues(project team member)
It was really interesting to see how the doctors and nurses approached these cases, it gave me a new look at how these sort of teams really need to work together to provide the best care for each patient (consumer rep)
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Conclusions & Lessons Learned
This program provided students with the opportunity to work together in response to two complex clinical scenarios. The 2-day workshop was well received with students clearly engaging with the 2 scenarios and working as effective teams to provide holistic care for the simulated patients.
What worked well: The use of actors as patients and relatives made the scenarios more ‘realistic’. The debrief sessions and panel discussions on the 2nd day allowed the students to reflect on their individual performances and the performances of the teams.
What could have worked better: More student participants, longer debriefing sessions for each inter-professional group, pharmacy students provided with a full list of medications before the simulations.
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Where to from here?
This type of learning activity will continue to be used at UNE to engage groups of health students to provide patient-centered care and consider their role in inter-professional teams.
The structure of the program lends itself to adaptation to meet the learning needs of students and practicing clinicians across a range of disciplines.
Discussions are underway with local clinical colleagues to consider how to further develop this type of program for a variety of uses and learning needs.
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Thank You Questions?