Getting Out of the Way:

Transcription

1 Getting Out of the Way: Creating Space for Student to Student Interprofessional Learning Presenters: Liza Choi and Marg Olfert

2 Interdisciplinary Research Team SAIT Polytechnic Respiratory Therapy Program Meredith Patey, RRT, Instructor Jennifer Stefur, MAL, BSc, RRT, Instructor Research Assistant Caroline Peplinski, Third Year Nursing Student, SoNM, MRU Mount Royal University s School of Nursing & Midwifery Heather Russell, RN, PhD, Associate Professor Liza Choi, RN, BN, MN, Associate Professor Marg Olfert, RN, MN, EdD, Assistant Professor Margot Underwood, MN, RN, CTE, CRE, Assistant Professor Caroline Silen, RN, BN, Sessional Instructor Jennifer Watson, RN, BN, Sessional Instructor Stephanie Zettel, B. Sc., BN, MN, Associate Professor

3 Background - Fall 2014 and Winter 2015 augmented oxygen delivery lab hands on: case studies and low fidelity simulation An adapted version of the Readiness for Interprofessional Learning Scale questionnaire (Curran, Sharpe, Forristall, & Flynn, 2008) course evaluation Results: a very positive perception of the interprofessional collaboration and learning Improved clarity about their role

4 Research Questions 1. What is the influence of a collaborative lab on RT and BN students knowledge, attitudes, and beliefs about interprofessional practice? 2. How does a collaborative lab serve to construct professional identity for RT and BN students?

5 Lab Experience Stations Post-Op Code Blue COPD Exacerbation RT students facilitated the learning at the Post-Op and Code Blue stations

6 Preliminary Results

7 Russell, Choi, Olfert, Patey, Silen, Stefura, Underwood, Watson, Zettel

8 Student-to-student Even just to comfortable talking to another student. You kind of feel like maybe you're on the same learning curve, so then you can kind of relate to each other. # 08 - RT student

9 Student-to-student It s helpful because you don t feel so embarrassed or scared of making mistakes. Because it s just students; they the same as you are. So they can always correct you, and it s much more it s a little bit more friendly environment, around to make mistake. #04 - BN student

10 Student to student It was just like a first year RT fumbling with the devices. You don t know what they are. You haven t touched them in awhile. So it was kind of like a flashback in a sense. They were embarrassed when they made a mistake and I was, like I was there too. It takes time to get used to them. So it was cool to kind of see that they will come so much farther, when that s how I ve come. So it was nice to see that. I have improved from first year. #10 - RT student

11 Role Clarification I guess the differences between nurses and RTs and how we both don t know where our lines stand. I always thought like, I don t know what nurses line is for us, but I found that it s kind of the same thing. When you look through nurses eyes they don t really know where our line stands either. So I found that was what kind of hit me, like, we both don t really know. It would be helpful if we knew going into our professions, kind of know where nurses... Like, I know what you guys do, but where the respiratory line is between the two of them. #10 RT student

12 Role Clarification I think the biggest thing was better able to see what they would be doing versus what we would be doing. Because it s different coming from our lab instructor than from them. They re like, This is our job; this is what we do. Or lab instructors, like, Well, then the RTs would come in and so it s not as kind of, like, apparent #06 - BN student

13 Role Clarification The biggest take-aways...? I think knowing the boundaries that we have. That was nice to just clarify where the nurse s line kind of draws with us. We re told you know, like, Cause I never know if I need to explain it to a nurse or if they kind of know or what I should tell them. So it s kind of nice to know what I need to inform the nurse of when I m leaving the room, or what I should be telling them. So I definitely think that was a big takeaway. I think getting our faces familiar with theirs, too....and just getting them to know RTs line. Like, it s nice to be able to share my line and know, like This is what I can do for you. This is what I can help you with. Don t be afraid to use me. #10 RT student

14 Trust they are more confident in your skill and your knowledge... as they trust you and we trust them It s like building a rapport #09 - RT student

15 Teamwork/Collaboration It s a great opportunity for us to start having those relationships before we start working together I learn a lot from a nursing perspective and just good relationships with people. #08 student

16 Construction of Professional Identity I feel like to do everything and I like to control and know exactly what s going on There is your scope of practice that you have to work within, and knowing that how could save a lot of time. If it was something for an RT and I think that s especially crucial at the beginning Roles I think is the main thing. # 07 BN student

17 Construction of Professional Identity If we need help and kind of knowing our boundaries and their boundaries, because they re still things that we can t do that our primary nurse can do. So knowing your scope of practice and when to reach to other people. # 07 BN student

18 Implications for Patient Care and Safety? Better patient care Knowing who to call and when; learning that they re out there; and learning how to call them would be useful #06 - BN student

19 Quantitative Data The significant changes

20 Russell, Choi, Olfert, Patey, Silen, Stefura, Underwood, Watson, Zettel

21

22 References Barr, H. (2013a). Enigma variations: Unraveling IPE in time and place. Journal of Inter-professional Care, 27(S2), Curran, V. R., Sharpe, D., Forristall, J., and Flynn, K. (2008). Attitudes of health sciences students towards inter-professional teamwork and education. Learning in Health and Social Care, 7(3), Canadian Association of Schools of Nursing. (2014). CASN accreditation program standards. Ottawa: Author. Canadian Inter-professional Health Collaborative. (2010). A national inter-professional competency framework. Vancouver: Author. Gilbert, J.H.V. (2010). The status of inter-professional education in Canada. Journal of Allied Health, 39(3), Holstein, J. A., & Gubrium, J. F. (2005). Interpretive practice and social action. In N. K. Denzin, & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3 rd edition ed., pp ). London: Sage. Palaganas, J. C. (2012). Exploring healthcare simulation as a platform for inter-professional education. (Doctoral Dissertation, Loma Linda University). Retrieved from Reeves, S., Zwarenstein, M., Goldman, J., Barr, H., Freeth, D., Koppel, I., & Hammick, M. (2010). The effectiveness of IPE: Key findings from a new systematic review. Journal of Inter-professional Care, 24(3), Reid, R., Bruce, D., Allstaff, K., & McLernon, D. (2006). Validating the Readiness for Inter-professional Learning Scale (RIPLS) in the postgraduate context: are health care professionals ready for IPL? Medical Education, 40(5), World Health Organization. (1988). Learning together to work together for health. Geneva: Author.