Attitudes Toward Health Care Teams

Transcription

1 Attitudes Toward Health Care Teams developed by Heinemann, Schmitt & Farrell Seamless Care Student ID: STRONGLY DISAGREE (SD) = 0 MODERATELY DISAGREE (MD) = 1 SOMEWHAT DISAGREE (SWD) = 2 SOMEWHAT AGREE (SA) = 3 MODERATELY AGREE (MA) = 4 STRONGLY AGREE (SA) = 5 SD MD SWD SA MA SA 1. Working on teams unnecessarily complicates things most of the time The team approach improves the quality of care to patients Team meetings foster communication among team members from different disciplines Physicians have the right to alter patient care plans developed by the team Patients receiving team care are more likely than other patients to be treated as whole persons A team s primary purpose is to assist the physician in achieving treatment goals for patients Working on a team keeps most health professionals enthusiastic and interested in their jobs Physicians, as a rule, are team players Developing a patient care plan with other members avoids errors in delivering care Health professionals working on teams are more responsive than others to the emotional and financial needs of patients Attitudes (continued) STRONGLY DISAGREE (SD) = 0 MODERATELY DISAGREE (MD) = 1 SOMEWHAT DISAGREE (SWD) = 2 SOMEWHAT AGREE (SA) = 3 MODERATELY AGREE (MA) = 4 STRONGLY AGREE (SA) = 5

2 SD MD SWD SA MA SA 11. The team approach permits health professionals to meet the needs of family caregivers as well as patients The physician should not always have the final word in decisions made by health care teams The give and take among team members help them make better patient care decisions Hospital patients who receive team care are better prepared for discharge than other patients The physician has the ultimate legal responsibility for decisions made by the team In most instances, the time required for team meetings could be better spent in other ways Physicians are natural team leaders The team approach makes the delivery of care more efficient Developing an interdisciplinary patient care plan is excessively time consuming Having to report observations to the team helps team members better understand the work of other health professionals

3 Attitudes Toward Health Care Teams developed by Heinemann, Schmitt & Farrell Seamless Care Student ID: STRONGLY DISAGREE (SD) = 0 MODERATELY DISAGREE (MD) = 1 SOMEWHAT DISAGREE (SWD) = 2 SOMEWHAT AGREE (SA) = 3 MODERATELY AGREE (MA) = 4 STRONGLY AGREE (SA) = 5 SD MD SWD SA MA SA 1. Working on teams unnecessarily complicates things most of the time The team approach improves the quality of care to patients Team meetings foster communication among team members from different disciplines Physicians have the right to alter patient care plans developed by the team Patients receiving team care are more likely than other patients to be treated as whole persons A team s primary purpose is to assist the physician in achieving treatment goals for patients Working on a team keeps most health professionals enthusiastic and interested in their jobs Physicians, as a rule, are team players Developing a patient care plan with other members avoids errors in delivering care Health professionals working on teams are more responsive than others to the emotional and financial needs of patients Attitudes (continued) STRONGLY DISAGREE (SD) = 0 MODERATELY DISAGREE (MD) = 1 SOMEWHAT DISAGREE (SWD) = 2 SOMEWHAT AGREE (SA) = 3 MODERATELY AGREE (MA) = 4 STRONGLY AGREE (SA) = 5

4 SD MD SWD SA MA SA 11. The team approach permits health professionals to meet the needs of family caregivers as well as patients The physician should not always have the final word in decisions made by health care teams The give and take among team members help them make better patient care decisions Hospital patients who receive team care are better prepared for discharge than other patients The physician has the ultimate legal responsibility for decisions made by the team In most instances, the time required for team meetings could be better spent in other ways Physicians are natural team leaders The team approach makes the delivery of care more efficient Developing an interdisciplinary patient care plan is excessively time consuming Having to report observations to the team helps team members better understand the work of other health professionals

5 Attitudes Toward Health Care Teams developed by Heinemann, Schmitt & Farrell Seamless Care ID: STRONGLY DISAGREE (SD) = 0 MODERATELY DISAGREE (MD) = 1 SOMEWHAT DISAGREE (SWD) = 2 SOMEWHAT AGREE (SA) = 3 MODERATELY AGREE (MA) = 4 STRONGLY AGREE (SA) = 5 SD MD SWD SA MA SA 1. Working on teams unnecessarily complicates things most of the time The team approach improves the quality of care to patients Team meetings foster communication among team members from different disciplines Physicians have the right to alter patient care plans developed by the team Patients receiving team care are more likely than other patients to be treated as whole persons A team s primary purpose is to assist the physician in achieving treatment goals for patients Working on a team keeps most health professionals enthusiastic and interested in their jobs Physicians, as a rule, are team players Developing a patient care plan with other members avoids errors in delivering care Health professionals working on teams are more responsive than others to the emotional and financial needs of patients Attitudes (continued) STRONGLY DISAGREE (SD) = 0 MODERATELY DISAGREE (MD) = 1 SOMEWHAT DISAGREE (SWD) = 2 SOMEWHAT AGREE (SA) = 3 MODERATELY AGREE (MA) = 4 STRONGLY AGREE (SA) = 5 SD MD SWD SA MA SA

6 11. The team approach permits health professionals to meet the needs of family caregivers as well as patients The physician should not always have the final word in decisions made by health care teams The give and take among team members help them make better patient care decisions Hospital patients who receive team care are better prepared for discharge than other patients The physician has the ultimate legal responsibility for decisions made by the team In most instances, the time required for team meetings could be better spent in other ways Physicians are natural team leaders The team approach makes the delivery of care more efficient Developing an interdisciplinary patient care plan is excessively time consuming Having to report observations to the team helps team members better understand the work of other health professionals Return the completed form to: Or fax to: Seamless Care, Dalhousie University Room C123, 5849 University Avenue Atten: Tanya Matheson

7 Seamless Care : Dalhousie Faculties of Health Professions & Medicine IECPCP Grant Proposal Evaluation Plan Evaluation Element Student Learners Faculty Patients Clinical Sites (Kirkpatrick Model) 1. Reaction Focused Reflective Exercise 1 Post- Intervention Focus Group 2 Focused Reflective Exercise 1 Post- Intervention Focus Group2, 2a Semi-Structured Interview 3 Semi-Structured Interview 4 2a. Modification of attitudes/perceptions RIPLS 5a AHCTS 6a RIPLS 5b AHCTS 6b 2b. Knowledge and skill acquisition Self-efficacy (IPL competencies) 7a 3. Behavioural change SYMLOG Group Process Assessment 9 4a. Change in organizational practice 4b. Benefits to patients/clients Self-efficacy (IPL competencies) 7b Knowledge 7c Self-efficacy for Managing Chronic Disease 6-item Scale 8 SYMLOG Group Process Assessment 9 Semi-Structured Interview 3 Semi-Structured Interview 4 Semi-Structured Interview 3 Semi-Structured Interview 4 1. Focused Reflective Exercise: Led by the Integrative Preceptors (IP s), each student team will complete a short survey (8-10 questions with rating scales) following each team meeting to assess how the group is functioning, what IPL is occurring and its effectiveness, how the teams are being patient-centred and observed outcomes for the patient. The structured reflective exercise was chosen over the option of requiring students and preceptors to maintain a reflective journal as there it is more time-manageable and less content sensitive (confidentiality), while still providing useful information. Students and IP s will also use the observations recorded in these brief surveys for the focus-group meetings that will be held at the end of the intervention. 2. Post- Intervention Focus Group: The project s Evaluation Coordinator will hold focus groups with the student teams and their IP s and Disciplinary Preceptors (DP s) immediately following the intervention to gauge their reactions to the intervention, impact on learning and on patients. There will be 4 focus groups with two teams meeting together to share observations across patient groups (i.e. a team assigned to diabetics would meet with a group assigned to a frail elderly patient).

8 2a.A focus group interview will also be held with Faculty (DPs and IPs ) following the experience to reflect on the experience. The draft outline of this focus group is appended (see Appendix 1). 3. Semi-Structured Interview with Patients: The project s Evaluation Coordinator will conduct a semi-structured interview with patients immediately after the intervention and three months after the intervention ends. The interview will include questions that will measure the patient s satisfaction with the intervention and also about their own self-care management abilities. 3a. Semi-structured interview with primary care team members: 4. Semi-Structured Interview with Selected Clinical Site Staff: The project s Evaluation Coordinator will conduct semi-structured interviews with various clinical staff members (sample to include clinical and administrative staff members) immediately following the intervention to measure their reaction to the intervention on their collaborative practice, and to indicate what changes the intervention might lead to for the site as well as their observations about its impact on patient outcomes. The draft questions for this interview are appended (Appendix 2). 5a. The Readiness for Inter-professional Learning Scale (RIPLS) (Students). The RIPLS was developed by Parsell and Bligh (1999) based on the desired outcomes of shared learning. Two versions of the scale exist: V 1, the published scale is 19 items in length, and has three subscales of Teamwork and Collaboration, Professional identity and Roles and Responsibilities. Reported Cronbach s alpha coefficient for this scale is.89. Construct validity ahs also been reported (Parsell, Stewart and Bligh, 1998). Horsburgh, Lamdin and Williamson reported its use with health professional students (2001). Currently, researchers across the UK, Europe, Australia and New Zealand and Canada are reporting its use. Hall and Weaver are currently using the scale to examine attitudes to inter-professional care in Palliative Care fellows. A modified 26-item scale is available, and the authors suggest its use in current research. The original scale items are incorporated, and three additional subscales are identified, including patient centeredness, uniqueness of discipline and a separation of the teamwork and collaboration subscales. We will use the 26-item scale, and have received permission to do so. The scale will be administered before and following the intervention, and at three months post intervention( Appendix 3). 5b. The Readiness for Inter-professional Learning Scale (RIPLS) Faculty: In cooperation with the authors of the scale, we have modified the original RIPLS, V1 19-item scale, to collect data on Faculty attitudes toward inter-professional learning. We are currently in discussions as to whether it is appropriate to utilize the two subscales of teamwork and collaboration and Professional identity only. The scale will be administered before and following the intervention, and at three months post intervention( Appendix 3).The draft of this modified scale is attached (Appendix 4). 6a. The Attitudes to Health Care Teams Scale (AHCTS) Students: This 20-item scale (Heinemann, Schmitt, Farrell and Brallier,1999) was developed to measure attitudes to health care teams. The scale has been validated and contains two subscales: Quality of care/process, and Physician centrality. Concurrent Validity has been assessed. Internal Consistency, using Cronbach s alpha, is reported as.83 for Quality of Care/Process, and.68 for Physician centrality. The authors have granted permission for us to use the scale. Permission and the scale are appended (Appendix 5). The scale will be administered before and following the intervention, and at three months post intervention. 2

9 6b. The Attitudes to Health Care Teams Scale (AHCTS) Faculty: The same scale as in 6a will be utilized for Faculty. The scale will be administered before and following the intervention, and at three months post intervention. 7a. Self-Efficacy Measure of Inter-Professional Practice Competencies for Students: Measures of self-efficacy have been widely used and validated in the general educational, health education and psychology literature. The concept, developed originally by Bandura (1977), describes the individual s perceptions of his/her ability to execute a certain skill or task. Measures of perceived self-efficacy have been shown to predict the difficulty of tasks undertaken, and the intensity and duration of effort in these tasks. Self-efficacy perceptions, while relatively stable, are modifiable; the two most effective approaches to modification have been through experience, followed by learning through observation of others. The scale we will use, we have developed based on the identified core competencies in the literature, as well as the requirements of the experience as we envision it. The scale is 15 items in length. The scale will be pilot tested, for face and content validity and clarity, and its test-retest reliability will be assessed prior to its use. The scale will be administered before and following the intervention, and at three months post intervention. A draft of the scale is appended (Appendix 6). 7b. Self-Efficacy Measure of Inter-Professional Practice Competencies Customized for Faculty: The Faculty self-efficacy scale is a 15-item scale that has been designed to reflect their expected tasks we expect the Integrated and Discipline preceptors to encounter. Although the latter group will have less interaction with the entire team than the integrated preceptors, the competencies will be important in their role as well. The scale will be pilot tested and refined prior to its use, similarly to the scale for learners. The scale will be administered before and following faculty development, immediately following the intervention, and at three months post intervention. A draft of the scale is appended (Appendix7). WE SEEM TO HAVE A QUESTION OF WHETHER THE SELF-EFFICACY MEASURE WILL BE USED FOR FACULTY DEVELOPMENT, I.E. IN PLACE OF THIS NEEDS ASSESSMENT INSTRUMENT: 7c. Knowledge test for Faculty. To assess the knowledge and skills of Faculty with regard to the interprofessional competencies, a needs assessment will be conducted prior to the Faculty development intervention. Following the intervention, an assessment of knowledge and skills will also occur. The development of the needs assessment is proceeding, and will follow accepted approaches. Similarly, the design of the post intervention assessment is still under consideration. 8. Self-efficacy for Managing Chronic Disease 6-Item Scale. To assess the change in patients self-management skills, this questionnaire will be selfadministered before and after the 8-week intervention, and will be included in the three-month follow-up interview about self-management. This 6-item scale covers domains that are common across many chronic diseases: symptom control, role function, emotional functioning, and communication with physicians. The scale has been validated in 605 patients with chronic diseases; the internal consistency of the scale is SYMLOG (System for the Multiple Level Observation of Groups): SYMLOG will be administered as a pre- and post-intervention test to assess team behavioural change in student learners and preceptors. SYMLOG testing looks at task orientation, friendliness and dominance within a team. The SYMLOG research base contains over 1,000,000 profiles drawn from applications in twelve languages, in forty countries, on six continents. SYMLOG, developed by Robert F. Bales demonstrates that intentional team training and development' produces team values consistent with high functioning teams. The IP s will integrate the individual and team profiles pre-test outcomes in their mentoring and tutoring of student participants. Based on the differences in pre- and posttesting of team behaviour, the program will investigate the feasibility of continued use of the SYMLOG assessment post

10 4

11 Outcomes of IPE (Modified Kirckpatrick Model) 1. Reaction -Team Reflective Exercise 1 Seamless Care: Evaluation Plan For Year Two Student Learners Faculty Patients Clinical Site -Post- Intervention Focus Group 2 -Team Reflective Exercise 1 -Post- Intervention Focus Group 2 -Post Semi-Structured Interview 3 2a. Modification of attitudes/ perceptions 2b. Knowledge and skill acquisition 3. Behavioral change -RIPLS 4 -Attitudes Toward Health Teams 6 (ATHCT) -Self-efficacy Measure of Interprofessional Practice Competencies for Students 7 -Team Reflective Exercise 1 -RIPLS For Faculty/Preceptors 5 -Attitudes Toward Health Teams 6a (ATHCT) -Perceived Self-Efficacy For Facilitating Interprofessional Learning for Faculty 8 _ Perceived Self-Efficacy For Facilitating Interprofessional Learning for Integrative Preceptors 9 -Patient Self- Management Scale 10 -Post Semi-Structured Interview 3 4a. Change in organizational practice 4b. Benefits to patients/clients -Post- Intervention Focus Group 2 -Audio Recordings 11 -Observations 12 -WebCT discussions 13 -Post- Intervention Focus Group 2 -Post Semi-Structured Interview 3 (work in progress)

12 1. Team Reflective Exercise: Authors: Karen Mann, Greta Rasmussen, Hope Beanlands & and the project team. Purpose: The scale has been designed to assess the key functions of an interprofessional student team and to assess the effectiveness of the team s learning together. It has been designed with four purposes: 1) to help students reflect on their experience; 2) to help the interprofessional facilitators to identify areas of strengths and weakness in the team s work; 3) to provide information to the project team regarding the implementation of the project, and 4) to measure change in the group over time. Scale construction: this 10 item rating scale has been developed based on the identified core team competencies in the interprofessional education literature and the team effectiveness literature. Administration: this team reflective exercise is completed after each team meeting with or without the participation of an interprofessional facilitator or preceptor. Scoring: students respond individually to each question using flash cards on a five point scale. The team negotiates final ratings and the responses are recorded in the scale. The score of each item is the number circled. Scores in the latest administration are compared to previous administrations. Change scores in each item are calculated and provide information for both interprofessional facilitator and for educational planning. Each item can be monitored over time. Comments: The structured reflective exercise was chosen over the option of requiring students and preceptors to maintain a reflective journal as there it is more time-manageable and less content sensitive (confidentiality), while still providing useful information. 2. Post- Intervention Focus Group: Evaluation Staff will hold focus groups with the student teams and IP s and Disciplinary Preceptors (DP s) immediately following the intervention to gauge their reactions to the intervention, impact on learning and on patients. There will be focus groups with students and Faculty (DPs and IPs ). Students who can not attend a focus group will be allowed to arrange for an interview. 3. Semi-Structured Interview with Patients: Evaluation Staff will conduct a semi-structured interview with patients immediately after the intervention and three months after the intervention ends. The interview will include questions that will measure the patient s satisfaction with the intervention and also about their own self-care management abilities. 4. The Readiness for Inter-professional Learning Scale (RIPLS) (Students). The RIPLS was developed by Parsell and Bligh (1999) based on the desired outcomes of shared learning. Two versions of the scale exist: V 1, the published scale is 19 items in length, and has three subscales of Teamwork and Collaboration, Professional identity and Roles and Responsibilities. Reported Cronbach s alpha coefficient for this scale is.89. Construct validity ahs also been reported (Parsell, Stewart and Bligh, 1998). Horsburgh, Lamdin and Williamson reported its use with health professional students (2001). Currently, researchers across the UK, Europe, Australia and New Zealand and Canada are reporting its use. Hall and Weaver are currently using the scale to examine attitudes to inter-professional care in Palliative Care fellows. A modified 26-item scale is available, and the authors suggest its use in current research. The original scale items are incorporated, and three additional subscales are identified, including patient centeredness, uniqueness of discipline and a separation of the teamwork and collaboration subscales. We will use the 29-item scale, and have received permission to do so. The scale will be administered before and following the intervention, and at three months post intervention. 2

13 5. Readiness for Interprofessional Education Learning Scale (RIPLS) for Faculty/Preceptors. Authors: Karen Mann, Judy McFetridge-Durdle & Maria Sarria and the project team. Adapted with permission from the Readiness for Interprofesional Learning Scale (Parsell & Bligh, 1999) Purpose: To measure readiness for facilitating interprofessional learning by exploring faculty/preceptors attitudes and perceptions towards shared learning. Target population: This instrument has been designed for university faculty in the health professions involved or to be involved in interprofessional learning; and preceptors/ interprofessional facilitators that are or will be involved in facilitating interprofessional learning. Scale construction: This scale is an adaptation of the Readiness for Interprofesional Learning Scale. Dr. Karen Mann in cooperation with Glennys Parsell and John Bligh modified the 19 item original RIPLS to collect data on faculty/preceptors attitudes towards interprofessional learning. This new scale consists of 15 items. Sample: The pilot sample consisted of 31 university faculty/preceptors of the Health Professions at Dalhousie University, Halifax, Nova Scotia. Reliability: Reliability was checked using the internal consistency method; the alpha coefficient obtained was Consecutive studies resulted in Cronbach s alpha coefficient of 0.88 and Factor Analysis: A principal component, varimax rotation factor analysis was conducted which yielded two factors: Factor 1: items 1, 2, 3, 5, 6. Factor 2: items 12, 13, 14, 15. Administration: The scale will be administered before and following the intervention, and at three months post intervention. This instrument has been pilot tested and results are still under analysis. Administration: The scale will be administered before and following the intervention, and at three months post intervention. This instrument has been pilot tested and results are still under analysis. 6. Attitudes Towards Health Care Teams for Students and Preceptors Authors: Gloria Heinemann, Madeleine Schmitt, Michael Farrell. Purpose: To measure attitudes and bias against or in favor of health care teams. Target population: This instrument has been designed for students and faculty in the health professions. Reference: Evaluation & the Health professiona, vol.22, N:1, March Sage Publications, Inc. Reliability: face, expert and concurrent validity checked. This instrument has been extensively used in the U.S and Canada and there are version with 28, 20 and 21 items. We have permission from the author to use the 20 item version. Factor Analysis: Factor 1: Quality of Care (alpha coefficient 0.83); Factor 2: Physician Centrality (Alpha coefficient 0.63) 3

14 Administration: The scale will be administered before and following the intervention, and at three months post intervention. This instrument has been pilot tested and results are still under analysis. 7. Self-Efficacy Measure of Inter-Professional Practice Competencies for Students Authors: Karen Mann, Judith McFetridge Durdle, Maria Sarria and the Project team. Purpose: To assess the student s perceptions of his/her ability to execute skills and tasks as they relate to interprofessional practice. The scale evaluates the students level of personal efficacy or their belief that they can successfully execute behaviors necessary to produce desired outcomes. Target population: This instrument has been designed for pre-licensure students in the health professions involved or to be involved in interprofessional learning. Scale construction: This scale has been developed based on the interprofesional education and self-efficacy literature. Measures of selfefficacy have been widely used and validated in the general educational, health education and psychology literature. The concept, developed originally by Bandura (1977), describes the individual s perceptions of his/her ability to execute a certain skill or task. Measures of perceived self-efficacy have been shown to predict the difficulty of tasks undertaken, and the intensity and duration of effort in these tasks. Self-efficacy perceptions, while relatively stable, are modifiable; the two most effective approaches to modification have been through experience, followed by learning through observation of others. This scale has 16 items. Sample: The pilot sample consisted of 190 students of the health professions at Dalhousie University, Nova Scotia, Canada who attended a compulsory session on interprofessional learning. The disciplines represented in the sample where Kinesiology (35), Pharmacy (25), Nursing(17), Dentistry(14),Human Communication Disorders (14), Medicine (12) and Dental Hygiene(11). Reliability: Scale reliability was checked using the internal consistency method. The Cronbach s alpha coefficient obtained was Consecutive studies resulted in Cronbach s alpha values of 0.90, and 0.96 Scoring: The score of each item is the number circled from 1-10, where 1 reflects low confidence and 10 reflects high confidence in the ability to execute skills and tasks that relate to interprofessional practice. Factor Analysis: A principal component, varimax rotation factor analysis was conducted which yielded four factors: Factor 1: items 2,3,4,5. Factor 2: items 6,10,11,13. Factor 3: items 9,8,16. Factor 4: items 1,7,14,15. Administration: The scale will be administered before and following the intervention, and at three months post intervention. 8. Perceived Self-Efficacy for Facilitating Interprofessional Learning for Faculty 4

15 Authors: Karen Mann, Judith McFetridge-Durdle, Maria Sarria and the Project team. Purpose: To allow potential or current faculty to rate their perception(s) of their ability to execute the tasks that are required to facilitate interprofessional learning. Target population: This instrument has been designed for university faculty in the health professions involved or to be involved in facilitating interprofessional learning. These faculty members have predominantly non-clinical roles. Scale construction: This scale has been developed based on the interprofessional and self-efficacy literature. Measures of self-efficacy have been widely used and validated in the general educational, health education and psychology literature. The concept, developed originally by Bandura (1977), describes the individual s perceptions of his/her ability to execute a certain skill or task. Measures of perceived self-efficacy have been shown to predict the difficulty of tasks undertaken, and the intensity and duration of effort in these tasks. Self-efficacy perceptions, while relatively stable, are modifiable; the two most effective approaches to modification have been through experience, followed by learning through observation of others. This scale has 15 items. 9. Working Title: Perceived Self-Efficacy for Faciliatating Interprofessional Learning for Integrative Preceptors. Authors: Karen Mann, Judith McFetridge-Durdle, Maria Sarria & the Project team. Purpose: To allow potential or current interprofessional facilitators to rate their perception(s) of their ability to execute the tasks that are required to facilitate interprofessional learning. Target population: This instrument has been designed for preceptors/interprofessional facilitators that are or will be involved facilitating interprofessional learning. Scale construction: This scale has been developed based on the interprofessional and self-efficacy literature. Measures of self-efficacy have been widely used and validated in the general educational, health education and psychology literature. The concept, developed originally by Bandura (1977), describes the individual s perceptions of his/her ability to execute a certain skill or task. Measures of perceived self-efficacy have been shown to predict the difficulty of tasks undertaken, and the intensity and duration of effort in these tasks. Self-efficacy perceptions, while relatively stable, are modifiable; the two most effective approaches to modification have been through experience, followed by learning through observation of others. This scale has 15 items. Sample: The original sample consisted of 65 faculty/preceptors of the Health Professions at Dalhousie University, Halifax, Nova Scotia. Reliability: Reliability was checked using the internal consistency method. The alpha coefficient obtained was Factor Analysis: A principal component, varimax rotation factor analysis was conducted which yielded two factors: Factor 1: items 6, 8, 11, 12, 13, 14, 15. Factor: items 1, 2, 3, 4,5, 7, 9, 10. The scale will be administered before and following faculty development, immediately following the intervention, and at three months post intervention. This instrument has been pilot tested and results are still under analysis. 5

16 10. Patient Self Management Scale This instrument has been adapted from the Canadian Occupational Performance Measure a well established measure with excellent psychometric properties. The adaptation was made by members of the Project Team to accommodate the work of interprofessional teams with patients. It is an individualized measure where patient and the Student Team together, can set goals to develop: skills to deal with their chronic condition, skills to continue normal living, and skills needed to deal with emotions. The patient has to rate his confidence on attaining those goals, the importance of those goals and the satisfaction on working on those goals. Administration: This scale will be administered before the intervention, immediately following the intervention and three months after intervention 11. Audio Recordings: To better capture the interprofessional team exchanges in a natural setting, the research team will have access to conversations by the student interprofessional team. For this purpose, a tape recorder is lent to each team with instructions to audiotape two of their team meetings at their discretion. 12. Observations: For trustworthiness and reliability this study will take into consideration not only methodological triangulation and data triangulation but also theory triangulation and investigator triangulation. For this purpose data collection will include unstructured observations aiming to capture participant s reactions to the experience and identify benefits of the experience for students and patients. 13. WebCT discussions: Students and preceptors online electronic discussions in WebCT (Dalhousie University s course management system) will be analyzed as another source of project data. WebCT is a password-protected course management system, which is run from one of Dalhousie University s computer servers. WebCT is an educational space for learning aids such as web pages with resource information and an electronic discussions area where students and preceptors may exchange information, ask questions and discuss topics pertaining to the research project. Participants may access WebCT with a computer which is connected to the Internet and an Internet browser, such as Internet Explore. All students at Dalhousie University are provided with an account and access to computers if they do not have a computer of their own. Student teams are encouraged to use WebCT to exchange ideas and work on behalf the patient, as an alternative to face-to-face meetings. 6

17 Seamless Care Self-Management of Chronic Health Conditions The journey of learning to self-manage a chronic health condition can be both complex and challenging. We know that the thoughts people have about their chronic health condition can greatly determine what happens and how people handle their health challenges day-to-day. People who have learned self-management skills in the following three main categories are usually considered to be good self-managers. (Lorig, K. at el, 2004). The three main categories of skills are: 1. Skills needed to deal with the chronic condition; 2. Skills needed to continue normal living or lives; 3. Skills needed to deal with emotions. Skills needed to manage the chronic condition include: 1. medication management 2. exercise 3. nutrition 4. symptom management such as fatigue, pain, shortness of breath, nausea etc. 5. accessing medical services 6. managing communication with health care providers Skills needed to continue normal living or lives include: 1. self-care 2. home-making 3. home maintenance 4. work/employment 5. volunteerism 6. social activities Skills needed to deal with emotions: 1. goals and expectations; 2. sadness 3. frustration 4. anger and uncertainty 5. change in relationships

18 Seamless Care Patient Goal Setting Exercise There are three main categories of skills that patients need to manage their chronic health condition. These include skills needed to deal with the chronic condition, skills needed to continue normal living or lives, and skills needed to deal with emotions. Have each patient identify one goal from each of the three skill areas: 1. Skills needed to deal with the chronic condition; 2. Skills needed to continue normal living or lives; and, 3. Skills needed to deal with emotions. This goal can be set by identifying with the patient, something that the patient: 1. needs to do; 2. wants to do; or, 3. is expected to do. Have the patient rate on a scale of 0 to 10 their: 1. confidence to achieve the goal; 2. importance of achieving the goal; and, 3. his/her current level of satisfaction with ability to perform the action related to the goal. Identifying three patient goals and obtaining a pre-intervention measure will enable the generation of a pre-intervention score of 0-30 for each goal. This exercise is also completed at the end of the eight week interprofessional education intervention. The pre and post intervention goal setting and measures of confidence, importance and level of satisfaction will generate three sets of scores for each goal at two different points in time. A change score (pre-intervention minus post-intervention) can be generated for each dimension of the goal for each patient. Each patient would have a total of nine change scores. The change scores will then be used for further statistical analysis. Following the completion of the post intervention measures, students are encouraged to share the pre-intervention measures with the patient and talk about any changes which may have occurred.

19

20 Seamless Care Goal Measurement Template Patient: Goal Pre-intervention Date Confid- Importence ance Satisfaction Post-intervention Date Change Score Total Change Score Satis- Import- Confid- Satis- Import- Confidfaction ance ence faction ance ence Illness Management Normal ADL Emotional Management

21 Seamless Care Goal Worksheet Patient: Date: Goal Statement Ways to accomplish goal Short Term Action Plan Implementation of Plan Monitor Results Change Plan (if necessary) Results (Reward)

22

23 Seamless Care Interprofessional Education Readiness for Interprofessional Learning Scale (RIPLS) for Faculty/Preceptors Instructions: Please check the box with the response that best reflects your beliefs. Strongly Strongly Agree Agree Neutral Disagree Disagree 1 Learning with other students will help health professions students to become a more effective member of a health care team. 2 Patients would ultimately benefit if health care students worked together to solve patient problems. 3 Shared learning with other health care students will increase the students ability to understand clinical problems. 4 Learning with health care students before qualification would improve relationships after qualification. 5 Communication skills should be learned with other health care students. 6 Shared learning will help students to think positively about other professionals. 7 For small group learning to work, students need to trust and respect each other. 8 Team-working skills are essential for all health care students to learn. 9 Shared learning will help students to understand their own limitations. 10 It is not necessary for undergraduate health care students to learn together. 11 Clinical problem-solving skills can only be learned with students from ones own discipline. 12 Shared learning with other health care students will help them to communicate better with patients and other professionals. 13 I would welcome the opportunity to work on small-group projects with other health care professionals. 14 Shared learning will help clarify the nature of patient problems. 15 Shared learning before qualification will help students become better team workers. Seamless Care Interprofessional Education Seamless Care Interprofessional Education Readiness for Interprofessional Learning Scale (RIPLS) for Faculty/Preceptors Instructions: Please check the box with the response that best reflects your beliefs. Strongly Strongly Agree Agree Neutral Disagree Disagree 1 Learning with other students will help health professions students to become a more effective member of a health care team. 2 Patients would ultimately benefit if health care students worked together to solve patient problems. 3 Shared learning with other health care students will increase the students ability to understand clinical problems. 4 Learning with health care students before qualification would improve relationships after qualification. 5 Communication skills should be learned with other health care students. 6 Shared learning will help students to think positively about other professionals. 7 For small group learning to work, students need to trust and respect each other. 8 Team-working skills are essential for all health care students to learn. 9 Shared learning will help students to understand their own limitations. 10 It is not necessary for undergraduate health care students to learn together. 11 Clinical problem-solving skills can only be learned with students from ones own discipline. 12 Shared learning with other health care students will help them to communicate better with patients and other professionals. 13 I would welcome the opportunity to work on small-group projects with other health care professionals. 14 Shared learning will help clarify the nature of patient problems. 15 Shared learning before qualification will help students become better team workers. TEAM REFLECTIVE EXERCISE Date # of team members present Team Code Instructions: Please allow time at the end of each team meeting, with or without your Integrative Preceptor, to complete this Team Reflective Exercise. For each team, there should be one completed form; therefore, the team should select a recorder whose responsibilities include returning this form to the Seamless Care office. As a group, discuss and rate how your team has worked together since the last team meeting. The rating scale is 1-5, where 1 is a low rating of your work together in an area, and 5 is a high rating. Since our last meeting*, Little or not Somewhat pletely Comat all 1. we identified what the team members needed to learn we communicated effectively among the team members we divided the tasks effectively among the team members we resolved any problems in working together as a team we learned a. from each other b. about each other c. with each other we collaborated on meeting the patient s needs we were patient-centred in our work we accessed resources effectively we showed respect, as a team, for all professions we met our team objectives *For the Seamless Care project, a meeting is defined as an occasion when people actively communicate together, such as a face-to-face meeting, a teleconference or video conference, and an online real-time chat. Ideas for improving our team work: Other comments: Return the completed form to: Ms. Tanya Matheson Seamless Care IPE, Dalhousie University Room C123, 5849 University Avenue, Halifax, NS B3H 4H7 Fax: TEAM REFLECTIVE EXERCISE Date # of team members present Team Code Instructions: Please allow time at the end of each team meeting, with or without your Integrative Preceptor, to complete this Team Reflective Exercise. For each team, there should be one completed form; therefore, the team should select a recorder whose responsibilities include returning this form to the Seamless Care office. As a group, discuss and rate how your team has worked together since the last team meeting. The rating scale is 1-5, where 1 is a low rating of your work together in an area, and 5 is a high rating. Since our last meeting*, Little or not Somewhat pletely Comat all 1. we identified what the team members needed to learn we communicated effectively among the team members we divided the tasks effectively among the team members we resolved any problems in working together as a team we learned a. from each other b. about each other c. with each other we collaborated on meeting the patient s needs we were patient-centred in our work we accessed resources effectively we showed respect, as a team, for all professions we met our team objectives *For the Seamless Care project, a meeting is defined as an occasion when people actively communicate together, such as a face-to-face meeting, a teleconference or video conference, and an online real-time chat. Ideas for improving our team work: Other comments: Return the completed form to: Ms. Tanya Matheson Seamless Care IPE, Dalhousie University Room C123, 5849 University Avenue, Halifax, NS B3H 4H7 Fax: Seamless Care Interprofessional Education Self-Efficacy Measure of Interprofessional Practice Competencies for Faculty/Preceptors Please use the scale to indicate your confidence in your ability to carry out the IP Code following aspects of your role as a preceptor for interprofessional learning in a scale of 1-10, where 1 represents very low confidence in your ability and 10 represents high confidence in your ability. For your reference interprofessional team refers to a team made up of individuals from different professions. 1. Helping students from different professions to form a team. (Low Confidence) (High Confidence) 2. Helping students from different professions to resolve problems in an interprofessional team. (Low Confidence) (High Confidence) 3. Helping students from different professions to develop together a realistic appropriate patient care plan. (Low Confidence) (High Confidence) 4. Helping students from different professions to understand their respective roles in an interprofessional team. (Low Confidence) (High Confidence) 5. Helping students from different professions to understand the benefits to patients of team care. (Low Confidence) (High Confidence) 6. Explaining and discussing the objectives of interprofessional learning. (Low Confidence) (High Confidence) 7. Interacting with clinicians and/or faculty members* from other professions and disciplines than my own. (Low Confidence) (High Confidence) Self-Efficacy Measure of Interprofessional Practice Competencies for Students Instructions: Using the following scales, please rate your confidence in your ability to carry out some aspects of your role as a student for interprofessional learning: 1 represents very low confidence in your ability and 10 represents high confidence in your ability. For your reference interprofessional team refers to a team made up of individuals of different professions. 1. Working with other students from different professions to form a team. (Low confidence) (Good) (High confidence) 2. Working with other students from different professions to resolve problems in the team. (Low confidence) (Good) (High confidence) Seamless Care Interprofessional Education 3. Working with other students from different professions to develop a realistic appropriate patient care plan. (Low confidence) (Good) (High confidence) 4. Working with other students from different professions to understand our respective roles in an interprofessional team. (Low confidence) (Good) (High confidence) 5. Working with other students from different professions to understand the benefits to patients of team care. (Low confidence) (Good) (High confidence) 6. Understanding and discussing the objectives of interprofessional learning. (Low confidence) (Good) (High confidence) 7. Interacting with students from other professions and disciplines than my own. (Low confidence) (Good) (High confidence) TEAM REFLECTIVE EXERCISE Date # of team members present Team Code Instructions: Please allow time at the end of each team meeting, with or without your Integrative Preceptor, to complete this Team Reflective Exercise. For each team, there should be one completed form; therefore, the team should select a recorder whose responsibilities include returning this form to the Seamless Care office. As a group, discuss and rate how your team has worked together since the last team meeting. The rating scale is 1-5, where 1 is a low rating of your work together in an area, and 5 is a high rating. Since our last meeting*, Little or not Somewhat pletely Comat all 1. we identified what the team members needed to learn we communicated effectively among the team members we divided the tasks effectively among the team members we resolved any problems in working together as a team we learned a. from each other b. about each other c. with each other we collaborated on meeting the patient s needs we were patient-centred in our work we accessed resources effectively we showed respect, as a team, for all professions we met our team objectives *For the Seamless Care project, a meeting is defined as an occasion when people actively communicate together, such as a face-to-face meeting, a teleconference or video conference, and an online real-time chat. Ideas for improving our team work: Other comments: Return the completed form to: Ms. Tanya Matheson Seamless Care IPE, Dalhousie University Room C123, 5849 University Avenue, Halifax, NS B3H 4H7 Fax: Self-Efficacy Measure of Interprofessional Practice Competencies for Students Instructions: Using the following scales, please rate your confidence in your ability to carry out some aspects of your role as a student for interprofessional learning: 1 represents very low confidence in your ability and 10 represents high confidence in your ability. For your reference interprofessional team refers to a team made up of individuals of different professions. 1. Working with other students from different professions to form a team. (Low confidence) (Good) (High confidence) 2. Working with other students from different professions to resolve problems in the team. (Low confidence) (Good) (High confidence) 3. Working with other students from different professions to develop a realistic appropriate patient care plan. (Low confidence) (Good) (High confidence) Seamless Care Interprofessional Education 4. Working with other students from different professions to understand our respective roles in an interprofessional team. (Low confidence) (Good) (High confidence) 5. Working with other students from different professions to understand the benefits to patients of team care. (Low confidence) (Good) (High confidence) 6. Understanding and discussing the objectives of interprofessional learning. (Low confidence) (Good) (High confidence) 7. Interacting with students from other professions and disciplines than my own. (Low confidence) (Good) (High confidence) New Instruments Seamless Care Interprofessional Education Seamless Care Interprofessional Education

24 Seamless Care Interprofessional Education *Adapted Patient Self-Management Scale In the box below, please identify your goal to manage your chronic condition. Patient goal statement: Please mark on the line below your level of confidence in achieving this goal no confidence complete confidence Please mark on the line below the level of importance you place on achieving this goal no importance extreme importance Please mark on the line below your level of satisfaction with your ability to achieve this goal no satisfaction complete satisfaction *Adapted with permission XXXXXX Seamless Care Interprofessional Education Room C123, 5849 University Avenue, Halifax, Nova Scotia, Canada B3H 3J5 Phone (902) Fax (902) SeamlessCare@dal.ca

25 Directions: Please mark on the line below your level for each of the following areas. Goal to deal with the chronic condition Confidence 1 10 Importance 1 10 Level of satisfaction 1 10 Seamless Care Interprofessional Education Room C123, 5849 University Avenue, Halifax, Nova Scotia, Canada B3H 3J5 Phone (902) Fax (902) SeamlessCare@dal.ca

26 Seamless Care Interprofessional Education Seamless Care Patient Goal Setting Exercise: There are three main categories of skills that patients require to manage their chronic health condition. These include skills needed to deal with the chronic condition, skills needed to continue normal living or lives, and skills needed to deal with emotions. Have each patient identify one goal from each of the three skill areas: 1. Skills needed to deal with the chronic condition; 2. Skills needed to continue normal living or lives; and, 3. Skills needed to deal with emotions. This goal can be set by identifying with the patient, something that the patient: 1. needs to do; 2. wants to do; or, 3. is expected to do. Have the patient rate on a scale of 0 to 10 their: 1. confidence to achieve the goal; 2. importance of achieving the goal; and, 3. his/her current level of satisfaction with their ability to perform the action related to the goal. Identifying three patient goals and obtaining a pre-intervention measure will enable the generation of a pre-intervention score of 0-30 for each goal. This exercise is also completed at the end of the eight week interprofessional education intervention. The pre and post intervention goal setting and measures of confidence, importance and level of satisfaction will generate three sets of scores for each goal at two different points in time. A change score (pre-intervention minus post-intervention) can be generated for each dimension of the goal for each patient. Each patient would have a total of nine change scores. The change scores will then be used for further statistical analysis. Following the completion of the post intervention measures, students are encouraged to share the pre-intervention measures with the patient and talk about any changes which may have occurred. This exercise will be repeated at 3 months post intervention.

27 Seamless Care Interprofessional Education Patient Self-Management Scale: The student team, in collaboration with the patient/family, will identify three self-management goals. Have the patient/family mark each line with a pen, indicating their present level of confidence etc. This self-management scale will be completed three times by the patient/family, before and after and three months following the end of the student team intervention. In the box below, please identify your goal to manage your chronic condition. Patient goal statement 1: Please mark on the line below your level of confidence in achieving this goal no confidence complete confidence Please mark on the line below the level of importance you place on achieving this goal no importance extreme importance Please mark on the line below your level of satisfaction with your ability to achieve this goal. 0 no satisfaction 10 complete satisfaction

28 Seamless Care Interprofessional Education In the box below, please identify your goal to manage your activities of everyday living. Patient goal statement 2: Please mark on the line below your level of confidence in achieving this goal no confidence complete confidence Please mark on the line below the level of importance you place on achieving this goal no importance extreme importance Please mark on the line below your level of satisfaction with your ability to achieve this goal. 0 no satisfaction 10 complete satisfaction

29 Seamless Care Interprofessional Education In the box below, please identify your goal to deal with your emotions. Patient goal statement 3: Please mark on the line below your level of confidence in achieving this goal no confidence complete confidence Please mark on the line below the level of importance you place on achieving this goal. 0 no importance 10 extreme importance Please mark on the line below your level of satisfaction with your ability to achieve this goal no satisfaction complete satisfaction This Patient Self-Management Scale has been *adapted from the Canadian Occupational Performance Measure (COPM).