Mr Peter Brack1, Nora Shields2
1Northern Health, Epping, Australia, 2La Trobe University, School of Allied Health, Bundoora, Australia
Aim: To test the feasibility of the Interprofessional Passport resource through investigating:
1) Is a program of short-duration, learner-led IPE activities feasible in this setting in terms of demand, implementation, practicality, and acceptability?
2) Does completion of the Interprofessional Passport improve entry to practice students’ understanding of roles and responsibilities and teamwork compared to standard clinical placement?
Method: Students on placement for 3 weeks or more during 2018 were offered the opportunity to participate. Control group participants completed their ‘regular placement’ whilst the experimental group also completed the Interprofessional Passport. This involved selecting from a suite of short duration, clinically-based IPL activities and claiming points for their completion towards a designated point’s goal. Both groups completed pre and post evaluations (including ISVS-21 and IPLoS learning outcome scales), daily activity records and opted in to complete semi-structured interviews.
Results: 93 students across nursing, medicine and allied health participated in the study. Results will be presented relating to five dimensions of feasibility (Bowen et.al, 2009): demand, implementation, practicality, limited efficacy testing (learning outcomes), and acceptability. Outcomes from descriptive analysis of data related to demand, implementation, practicality and acceptability will be presented along with quantitative outcomes from the pre and post ISVS-21 and IPLoS (limited efficacy testing) and qualitative themes from semi-structured interviews.
Significance: Effective IPL prepares students to practice collaboratively. Flexible, learner-led, clinically-based IPL programs may have benefits in terms of sustainability and scalability in the placement setting.
Peter is an Occupational Therapist by background with a passion for education. He has worked on a number of innovative interprofessional education programs at Northern Heath over the past decade including a classroom, simulation and training ward models. He has recently undertaken his Masters in Clinical Education and stepping into the realm of research through publication of a systematic review and the pilot RCT he is presenting here today.