Margaretha Wilhelmsson LINKÖPING UNIVERSITY. Sweden

Transcription

1 Margaretha Wilhelmsson LINKÖPING UNIVERSITY Sweden

2 DISPOSITION Hur vi arbetar med IPE i Linköping Teoretisk förankring Min forskningsansatts och resultat

3 THE LINKÖPING MODEL IPE sedan 1986 PBL sedan 1986 Obligatoriskt för alla program Arbetsterapeuter, biomedicinska analytiker, logopeder, läkare, sjukgymnaster, sjukskötersker Ca.12 veckor IPE

4 IPE learning process; outcome Interprofessional Competence Figure 3. Comprehensive interprofessional learning in the Linköping IPE model. Three steps could be identified, early, middle and final IPE, closely linked to one another. The winner of IPE must be the patient!

5 FIVE IMPORTANT DOMAINS OF IP COMPETENCE FROM THE UK, US AND CANADA Summarizing five important IP Competence Domains; teamwork and group processes reflection and documentation communication a general common knowledge base ethics The winner of IPE must be the patient!

6 REFERENCES The Interprofessional Capability Framework, United Kingdom (2008) Combined Universities Interprofessional Learning Unit (2010) Interprofessional Capability Framework 2010 Mini-Guide- London: Higher Education Academy Subject Centre for Health Sciences and Practice The British Columbia Competency Framework for Interprofessional Collaboration, Canada (2009) Canadian Interprofessional Health Collaborative. A national competency framework for interprofessional collaboration. Interprofessional Education Collaborative Expert panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington. D.C.

7 THEORETICAL CONTRIBUTIONS TO IP COMPETENCE Reflection, J. Dewey, 1933 and, Reflection in, on, (at (evaluating)) acting, D. Schön, 1983 Metacognition refers to higher order of thinking, which involves active control over the cognitive processes engaged in learning, Flavell, 1987 Professional metacognitive model, such as B. Neuman, K. Eriksson (nurse); Kilhofer (o.t) Interprofessional work needs metacognitive models such as, problem solving, J, Dewey, models for teamwork and akting professional The winner of IPE must be the patient!

8 SOME THEORETICAL CONTRIBUTIONS TO IP COMPETENCE Cognition, the need of taking more than one professions perspective. DECENTERING from own profession, J. Piaget, 1953 What glasses have you got on? Shifting perspective? J.H Mead, 1934 The winner of IPE must be the patient!

9 Professional acting a Metacognitive model

10 CONCLUSIONS Is there a need for metacognitive thinking in teamwork? Can metacognitive thinking models facilitate communication and understanding in the team? The metacognitive model may illustrate the complexity of; Interprofessonal Competence

11 STUDY III Title Does interprofessional education jeopardize medical skills? Aim to determine whether an extensive commitment to interprofesssional training in the medical curricula jeopardizes the traditional skills or provide an additional asset for the medical students

12 PARTICIPENTS AND METHOD 3534 doctors participated, during 5 years ( ), six universities (one IPE), asking one year after graduating. Responce rate 85%. Mean value and standard deviations t-test

13 EVALUATING INSTRUMENT Eight questions about how education have prepered doctors for.; and if it is an important goal ; collaborate with other professions/colleagues in health care leadership communication with patients readiness for a life-long learning process interest in research medical handling of acutely ill patients practicing preventive care your profession The winner of IPE must be the patient!

14 YEARLY NATIONAL QUESTIONNAIRE TO ALL NEWLY GRADUATED DOCTORS IN SWEDEN (1=NO I COMPLETELY DISAGREE TO 6=YES I ABSOLUTELY AGREE) HAS YOUR UNDERGRADUATE STUDIES DEVELOPED YOUR ABILITY TO CO-OPERATE? Karolinska Inst Uppsala Linköping Lund Göteborg Swedish medical faculties Umeå

15 STUDY IV Title Nurses with IPE curricula during training think they are better prepared to work with other health professions Aim to study whether newly graduated nurses who have been trained in IPE during their education perceive that they have been prepared for collaboration with other professions The winner of IPE must be the patient!

16 PARTICIPANTS AND METHOD 303 nurses, 3 universitis (one IPE), one year after graduating, two semester in Response rate 55% Same evaluation instrument as in study III Mean value and standard deviations ANOVA The winner of IPE must be the patient!

17 Figure 6. Perceptions among nurses of how their undergraduate education has prepared and developed their collaboration skills with other health care professions. (Percentage on a 6-degree Likert scale from Completely Disagree to Completely Agree.)

18 STUDY V Title Are female students in general and nursing students the team players in health care? Aim to study whether students who have had an early introduction to interprofessional training are more open-minded about co-operation with other professions when they arrive on the student training wards

19 PARITICIPANTS AND METHODS 670 students from the medical- and nurseprograms HU and KI. Using the RIPELS instrument Testing Factor analyses and Chronbach s alpha ANOVA (mean and standard deviations) and than multipele regression The winner of IPE must be the patient!

20 Table 9. Standardised maximum likelihood estimates of the factor loadings for the 11 items included in the factor Team Player and items not included in this item group. Factor 1. Team player : Factor loading - Shared learning with other healthcare students will increase my ability to 0.71 understand clinical problems (Q3). - Shared learning will help me to think positively about other professionals 0.71 (Q6). - Shared learning with other healthcare students will help me to communicate 0.71 better with patients and other professionals (Q13). - Shared learning before qualification will help me become a better teamworker (Q16) Shared learning will help to clarify the nature of patient problems (Q15) Learning with healthcare students before qualification would improve 0.69 relationships after qualification (Q4). - I would welcome the opportunity to work on small-group projects with 0.66 other health- care students (Q14). - Communication skills should be learned with other healthcare students 0.65 (Q5). - Shared learning will help me to understand my own limitations (Q9) Learning with other students will help me become a more effective member 0.58 of a healthcare team (Q1). - Patients would ultimately benefit if healthcare students worked together to 0.53 solve patients problems (Q2).

21 SUMMARIZING Being a WOMAN Study at the NURSE program Having some IPE EARLY MAIN FACTORS FOR, READINESS FOR INTERPROFESSIONAL LEARNING scale being a TEAM PLAYER

22 THE TEAM PLAYER Acts co-operativly with other professionals in a dynamic process of teamwork and also sharing common goal with the team (Xyrichis, 2008) Discuss ideas, help the team as a whole, being diplomatic Motivated, has a god/positive attitude and a friendly personality Not being selfish The winner of IPE must be the patient!

23 STUDY VI TEAM PLAYER VS PERSONALITY Big Five instrument Extraversion Energisk och självsäker Agreeableness Vänlig och samarbetsvillig Conscientiousness Självdisciplinerad Neuroticism Emotionell instabilitet Openess to experience Öppenhet

24 THANK YOU! Faresjö T., Wilhelmsson, M., Pelling, S., Dahlgren, L.-O., Hammar, M. (2007). Does interprofessional education jeopardize medical skills? Journal of Interprofessional Care 21 (5), Wilhelmsson, Margaretha, Pelling, Staffan, Ludvigsson, Johnny, Hammar, Mats, Dahlgren, Lars-Owe and Faresjö,Tomas (2009) Twenty years experiences of interprofessional education in Linköping - ground-breaking and sustainable, Journal of Interprofessional Care,23(2), Wilhelmsson, M., Ponzer, S., Dahlgren, L. O., Timpka, T., Faresjö, T (2011). Are female students in general and nursing students the team players in health care? BMC Medical Education, 11:15 Wilhelmsson M., Pelling S., Uhlin L., Dahlgren L. O., Faresjö T., Forslund K. (2012). How to think about interprofessional competence a metacognitive framework and model. Journal of Interprofessional Care, 26(2),85-91 Wilhelmsson M., Svensson, A., Timpka, T., Faresjö, T. (2012) Nurses' views of interprofessional education and collaboration: a comparative study of recent graduates from three universities. Journal of Interprofessional Care (in press)