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IECPCP&H Final Report 2006-2008

Interprofessional Education for Collaborative Person-centred

Practice through the Humanities Ottawa, Ontario

Final Report June 2006 – June 2008

Production of this document has been made possible through a financial contribution from Health Canada. The views

expressed herein do not necessarily represent the views of Health Canada

IECPCP&H Final Report 2006-2008

IECPCP & the Humanities

TABLE OF CONTENTS Main Messages 1 Executive Summary 2 Report 5 Context 5 Implications 7 Approach 10 Results 19 Implications of Results 25 Sustainability 26 Dissemination 28 Further Research 28

References 30 Bibliography 31

Appendix 1 - Partners on Steering Committee 33 Appendix 2 - Logic Model 35 Appendix 3 - Demographics: Paired vs Unpaired Data 37 Appendix 4 - Demographics: Paired Only-Module vs Non-Module 38 Appendix 5 - Knowledge Questions Analysis 39 Appendix 6 - External Dissemination Activities 41 Appendix 7 – Internal Dissemination Activities 52 Attachments: Self-learning module for Palliative Care Facilitator Guide Creative Summary anthology

IECPCP&H Annual Report 2006-2007 1

• The Interprofessional Education for Collaborative Person-Centred Practice through

the Humanities project (IECPCP-H) developed a ‘self-learning’ module (i.e. workbook) called “Self-learning Module: You the Learner, the Person in Your Care, and the Interprofessional Care Team”

• The self-learning module is an effective tool for teaching holistic care,

interprofessional teamwork, and the Humanities to health science learners from any profession (e.g. nursing, medicine, physiotherapy, pharmacy) at any level (e.g. diploma, undergraduate, postgraduate).

• The module can be adapted to undergraduate curricula so that basic concepts can

be taught in the classroom, thus leaving more time during clinical placement to focus on learning activities that promote interprofessional interactions and reflection.

• The structure of the learning modules can be adapted to any topic and any care

area. • The self-learning module is being adapted into an interactive online e-learning

module in partnership with the E-learning Centre at the University of Ottawa. • The nature of interprofessional team work and collaborative practice demands more

than clinical knowledge and expertise. For many clinicians, collaborative practice may entail learning new ways of communicating, learning to cooperate, learning how to resolve conflicts in a professional manner (i.e. the 7 elements of collaborative practice).

• Support from clinical leaders and administrators is needed to provide time and

structure for educating their staff and establishing an interprofessional model of care.

Main Messages


Delivering health care through interprofessional teamwork is not a new concept. What is new, however, is actually teaching it to health science students! The IECPCP-H project was based in clinical practice sites, with the aim of giving health science learners the opportunity to understand how to function within an interprofessional collaborative patient-centred care environment. OUR ISSUE Would ‘teaching’ students through a self-learning module (i.e. workbook) early in clinical placements change their attitudes about working in healthcare teams and increase their knowledge about holistic care, collaborative practice, and the humanities (human experience, historical perspectives, ethics and law, professionalism) by the end of their clinical placement? At Sisters of Charity (SCO) Health Service, we piloted the self-learning module entitled “Self-learning Module: You the Learner, the Person in Your Care, and the Interprofessional Care Team”. Learners from the local health sciences undergraduate and postgraduate programs who came to SCO Health Service for their clinical placements went to either a unit where the module was in place (module unit) or a unit where the module was not being piloted (non-module unit). On completion of the project, 38 learners on the module units completed the self-learning module and both their pre and post evaluations of their clinical placement at SCO Health Service. They also submitted a creative summary reflecting their learning experiences to the project team. A total of 25 learners on the non-module units completed their pre and post evaluations. OUR RESULTS Results suggest that learners who experienced the self-learning module (module learners) changed their attitude more in favour of a shared leadership role on the team (rather that a dominant role) for physicians. In contrast, the learners who did not experience the activities in the self learning module (non-module learners) changed their attitude less in favour of a shared leadership role for physicians. Similarly, module learners rated interprofessional team efficiency higher than non-module learners in their post-evaluations.

Executive Summary


In their pre-evaluations, there was no significant difference in the number of module and non-module learners’ knowledge scores (incorrect, partially correct, and completely correct). However, in their post-evaluations at the end of their placements, improvements were noted for two of the five knowledge questions (Holistic care and Human Perspectives questions) for the module learners: a significantly higher percentage of module learners had completely correct scores on their post-evaluations than non-module learners. BACKGROUND AND CONTEXT The term ‘interprofessional’ refers to interactions among people from different professions; in this case, the health science professions (e.g. medicine, nursing, pharmacy, spiritual care, physiotherapy, occupational therapy, and others). Thus, interprofessional education refers to the different professions learning with, from and about each other to improve collaboration and the quality of care delivered to patients/residents and families. Interprofessional Education (IPE) projects have been taking place across Canada through the Health Canada initiatives since 2006. At SCO Health Service the Interprofessional Education for Person-centred Practice through the Humanities (IECPCP&H) project was unique in its design and structure (see Appendix 2 for Logic Model). The students who participated in this project received their interprofessional experience and education in four of the SCO Health Service clinical settings (palliative care, complex continuing care and rehabilitation and care for the elderly) at the bedside and through a self-learning module (i.e. workbook) during their regularly scheduled clinical placements. We developed the module entitled “Self-learning Module: You the Learner, the Person in Your Care, and the Interprofessional Care Team” to guide the learner through a series of learning activities designed to enhance their knowledge and understanding of holistic care, interprofessional collaborative person-centred practice (ICPCP), and the role of the humanities in teamwork and care. The ‘humanities’ perspective provides a common language that can be used by any learner from any profession (including non-registered disciplines such as personal support workers and volunteers) when delivering care. Development of the module was a truly interprofessional and collaborative effort. Along with the Project Team, the IECPCP&H Steering Committee worked on the design of the instruction and wording of questions. These Steering Committee members represented the professions of nursing, medicine, spiritual care, occupational therapy, social science, psychology, law, human kinetics, and rehabilitation sciences. Members included (See Appendix 1): - faculty from University of Ottawa, Saint Paul University, Algonquin College, la Cité

collégiale, - students from some of those schools


- resident and family representatives from SCO Health Service’s 4 programs of care: Palliative Care Unit, Care of the Elderly and Rehabilitation, Villa Marguerite, Complex Continuing Care

- staff representatives from SCO Health Service’s 4 programs of care - staff from SCO’s Mission Effectiveness, Office of Learning, and Ethics. SCO Health Service is committed to improving the experience of all learners coming to their care settings for clinical placement. Thus, all levels of learners coming to SCO from University of Ottawa (i.e. medicine, nursing, physiotherapy, occupational therapy, social work), Saint Paul University (Spiritual Care and Human Sciences students), Algonquin College (nursing students), and La Cité Collégiale (nursing students) were invited to provide feedback on their learning experience in each of the four care settings whether or not they received the module. Students chose or were assigned to an SCO Health Service care setting through the schools’ usual processes. Upon arrival, they worked either in a setting where the module was in use and the existing team had participated in a workshop (module unit) or they worked in an area where the module was not in use (non-module unit). Asking all learners to assess and provide feedback on their learning experience enabled us to compare the learning experiences of learners who used the new module (module learners) to those who did not (non-module learners). The self-learning module contains information, learning activities and reflective questions related to holistic person-centred care and collaborative interprofessional team work. In addition, it has a chapter on the humanities in clinical work. The ultimate goal for all our learners is to have them learn in an interprofessional practice environment so that, as future care givers, they will become ‘interprofessional practitioners’. The self-learning module has shown itself to be an effective, interesting and innovative way to accomplish our goal. The module has been shared with many interested people from around the world, through conferences and personal communication. One of SCO Health Service’s strategic directions is to establish an interprofessional model of care, and management believes this module is one tool to achieve that goal. SCO’s Office of Learning has agreed to oversee the continued use of the modules with learners at SCO Health Service and will facilitate the on-going professional development of the staff, based on the content of the module. The SCO Volunteer Training Program has started using the module as an orientation tool for new volunteers. We envision an organization whose staff and learners continue to learn with, from and about each other. In summary, students who had the self-learning module and worked with teams that had participated in a project workshop had a more positive attitude towards the physician’s sharing the leadership role in collaborative teams, and demonstrated more knowledge of holistic care and the human experience in health care than students who did not use the self-learning module.


CONTEXT Would ‘teaching’ students through a self-learning module (i.e. workbook), early in their

clinical placements, change their attitudes about working in healthcare teams and

increase their knowledge about holistic care, collaborative practice, and the humanities

(human experience, historical perspectives, ethics and law, professionalism) by the end

of their clinical placement?

PREVIOUS RESEARCH

According to Oandasan and D’Amour1, establishing an evidence-based

interprofessional education for collaborative patient-centred care framework can impact

the success of health care system renewal. Their framework highlights the

interdependence of interprofessional education and collaborative practice, linked by

health professional learner outcomes. Their hypothesis is that although a direct causal

relationship may not be possible, future graduates who are skilled to practice

collaboratively are likely to seek out settings that promote this approach to practice.

The IECPCP-H project sought to enhance learners’ abilities to collaborate, and to

develop the capacity of the practice site to teach and model interprofessional education

and collaborative patient-centred care.

Report


Interprofessional education (IPE) is defined as “Members (or students) of two or more

professions associated with health or social care, to be engaged in learning with, from

and about each other” (p. 12; italics in original)2. Herbert3 defines collaborative patient–

centered practice (CPCP) “as a practice orientation, a way of health care professionals

working together and with their patients. It involves the continuous interaction of two or

more professionals or disciplines, organized into a common effort, to solve or explore

common issues with the best possible participation of the patient. (CPCP) is designed

to promote the active participation of each discipline in patient care. It enhances patient-

and family-centered goals and values, provides mechanisms for continuous

communication among care givers, optimizes staff participation in clinical decision-

making within and across disciplines, and fosters respect for disciplinary contributions of

all professionals.” (p. 2)

Although it is difficult to measure patient care outcomes based on educational

interventions, the ultimate goal for educational interventions is to improve patient

outcomes. Oandasan and D’Amour1 believe that improved patient-centred care

outcomes can be identified through effective analysis and implementation of their

framework. Studies are emerging that show better patient outcomes where staff

working collaborative teams4. Assuming that improved patient outcomes means

reduced hospital time and reduced need for ‘care’, the implications of these results for

teaching and modelling collaboration are enormous in terms of health care delivery,

patient safety and cost effectiveness.


There is a question as to the best timing of the interprofessional educational intervention

in the learner’s educational process. There is currently little evidence in the literature to

support educational interventions early in students’ education, when they do not have

much knowledge or understanding of their respective roles1 5. However, some literature

proposes that early educational interventions are necessary to prevent the development

of silos that are developed through each profession’s educational and socialization

processes6 7

OUR PROJECT

We proposed that the Humanities can provide a focus for collaborative interactions no

matter what the learner’s level of training or discipline. Through creative learning

activities related to the Humanities, students from different professions should be able

to focus on a common learning object (the theory of ‘idea dominance’ proposed by

Petrie 19765) such as one of the pillars of the Humanities as it relates to a patient or a

common issue in providing care. Each learner interprets the information through the

filter of his/her own learning and then should share this with the other learners in the

group, using appropriate collaborative skills6. This interchange facilitates the

development of a common language8 and a common conceptual approach for the

learners, based on common values that transcend those of each specific profession9.

The Humanities framework can provide learning opportunities to enhance the

knowledge, attitudes and skills necessary for interprofessional collaborative practice10.

IMPLICATIONS Our findings have implications for educators, clinicians and administrators.


For educators, the self learning modules are an effective tool for teaching holistic care,

interprofessional teamwork, and the Humanities framework to any health science

learner from any profession. During the research project, we learned that a minimum of

10 clinical placement days was needed for learners of all levels to have enough time to

complete the module. Ten days gives them the time to read and apply the content, and

to appreciate the learning in relation to the bedside experience. However, the modules

can be adapted to curricula in such a way that some of the basic concepts can be

taught in the classroom, thus leaving more time during clinical placement to focus on

the learning activities that promote interprofessional interactions and reflection.

Different professions may also wish to expand and further develop the learning

activities. Additionally, the structure of the learning modules can be adapted to any topic

and any care area.

One new and exciting area of development for the current modules is the adaptation of

the modules to interactive e-learning modules in partnership with the E-learning Centre

at the University of Ottawa. The online version should be available in mid 2009.

Clinicians have a pivotal role to play with regard to interprofessional development. Staff

in any care area which accepts learners in to their environment have a responsibility

and obligation to strive for excellence in teaching and become positive role models. The

nature of interprofessional team work and collaborative practice demands more than

clinical knowledge and expertise in a given area (e.g. palliative care). For many

clinicians, collaborative practice may entail learning new ways of communicating,


learning to cooperate, learning how to resolve conflicts in a professional manner (i.e. the

7 elements of collaborative practice). During the course of our research project, we

received feedback from both students and instructors indicating that “the staff really

need this”. Indeed, our results showed that in the care setting where teams were

unprepared and the students had no module, their knowledge of holistic care and

humanities as well as attitudes to health care teams actually declined. Clinical leaders

and administrators of any given organization should provide the time and structure for

educating their staff on what is expected of them in a truly interprofessional

environment. We believe the self-learning module could be an excellent vehicle for this

staff development opportunity.

Our experience with this project revealed some excellent ways to achieve a supportive

environment for interprofessional clinical placements.

• Schedule a common time for all learners to meet during clinical placement, e.g.

every Wednesday afternoon for 1-2 hours. They can meet alone and/or with a

‘module coach’ from SCO Health Service. This opportunity for learners from all

professions to meet and work on the module together would take the experience to a

new height. Synergy and serendipity could bring further meaning to collaboration

and interprofessional teamwork, and to relationship-centred care. It will also

emphasize the importance of students using the module during their clinical

experience

• Establish an electronic tracking database (e.g. HSPnet) to locate and meet with

all learners soon after arrival for their placements. This is beneficial for the


distribution of the module, but an excellent method for keeping track of learners in

the buildings at all times for safety purposes. Thirdly, it helps the institution compile

reports on numbers and hours of learners and teaching time.

• Engage leaders to help integrate the self-learning module into all the activities that

are taking place to achieve the organization’s strategic goal of “establishing an

interprofessional model of care”.

APPROACH

MODULE DEVELOPMENT

The project team and Steering Committee developed a self-learning module to guide

learners through a series of planned learning activities with team members, fellow

learners and a person in his/her care. These learning activities were designed to

enhance the learner’s knowledge and understanding of Holistic care, Interprofessional

collaborative person-centred practice (ICPCP), and the role of the humanities in

teamwork and care.

A facilitator’s guide was also developed to complement the self-learning module. It

provides a reference for any member of the clinical team who may be working with a

learner. It guides the clinical team member through the learning activities and cites

excerpts from the self-learning module and references.

ENGAGING LEADERSHIP

To prepare the teams, SCO Health Services staff, clinical supervisors, college and

university faculty participated in workshops and information sessions to increase their

understanding of IECPCP, Humanities, and Adult Education. During these workshops,


we identified a need to reach out to management and clinical leaders throughout the

organization to ensure all key representatives had the information necessary to provide

support to the project. Project team members met with organization leadership groups

to inform them of project progress and identify the implications of the module on routine

practices.

PILOTING THE SELF-LEARNING MODULE

This was a quasi-experimental research design (students were not randomly assigned

to groups). As the flow chart on the next page shows, students chose or were assigned

to a care area through the usual process at their school. Written consents were

requested from all those who agreed to provide feedback on their learning experience.

All levels of learners (French-speaking and English-speaking) coming to SCO from

University of Ottawa (i.e. medicine, nursing, physiotherapy, occupational therapy, social

work), Saint Paul University (Spiritual Care and Human Sciences students), Algonquin

College (nursing students), and La Cité Collégiale (nursing students) for their clinical

placement were invited to provide feedback on their learning experience in each of the

four care areas at SCO Health Service.

Module Learners (experimental group)

Learners who consented to provide feedback on their learning experience and were

doing their placement on a module unit were given the module pre-survey as close to

the beginning of their clinical placement as possible. Near the end of their placement,

these learners were given the module post-survey and a consent form to indicate

whether or not they agree to be contacted for a focus group. Pre/post feedback surveys

were placed in sealed envelopes addressed to the project team.


Students chooses SCOHS

No

Students arrive for clinical placement at SCOHS

Yes

Go to Module Units

Students do

PRE placement

survey

Students complete

placement and Module,

and submit assignments

to the project team

Students complete POST

placement feedback and give to

the Project Team in a sealed

stamped envelope addressed to

IECPCP.

Students sign consent to:

1) provide feedback on their

learning experience

2) provide feedback on the

module

3) willingness to participate

in a focus group if invited

Go to Non- Module Units

Students sign

consent to:

1) provide feedback

on their learning

experience

No

Option given to

provide reasons for

decision on consent

form

Students

complete

placement

Students invited

to give consent to

consider their

Assignment for

the IECPCP

Showcase.

Student provided with additional

information about the project, module

and feedback process. Students are

invited to provide informed consent.

Student provided with additional

information about the project and the

feedback process. Students are invited

to provide informed consent.

Yes

Students do

PRE placement

survey Students complete

placement

Students complete POST

placement feedback and give to

the Project Team in a sealed

stamped envelope addressed to

IECPCP.

Students

complete

placement

Stratified sample of

students selected to

participate in focus group

If assignment contains potentially

identifying information, the patient/

resident is asked for consent for use

in showcase

Option given to

provide reasons for

decision on consent

form


All module learners were asked to complete the self-learning module, including a final

‘Creative Summary’ as part of their placement experience. They provided a photocopy

of the written exercises in their module and their Creative Summary to the project team

without any identifying information. The module and Creative Summary were not part of

the evaluation of the student’s performance (i.e. they did not receive a ‘grade’ as this is

not yet part of their curriculum). However, learners were invited to submit their Creative

Summary for an IECPCP&H Showcase to celebrate the student’s learning. If the

Creative Summary contained potentially identifying information about a patient/ resident,

permission was also obtained from the patient/ resident to display the Creative

Summary.

Non-Module Learners (control group)

Those students who were on units where the module was not provided and who agreed

to provide feedback on their learning experience were given the non-module pre-survey

(identical to the module pre-survey) as close to the beginning of their clinical placement

as possible. Near the end of their placement these students were given the non-module

post-survey. This latter questionnaire was identical to the one for module learners

except for the removal of questions related to their reactions to the module. Pre/post

feedback surveys were placed in sealed envelopes addressed to the project team.

Non-consenting Learners

Those module or non-module learners who chose not to provide feedback on their

learning experience and/or the module were asked to anonymously return a portion of

the consent that contained questions about why they did not wish to participate. These


questions were optional; they were intended to provide information about attitudes

towards this type of educational project.

A joint Ethics Review was undertaken, and approval was obtained, from the SCO

Health Service, the Ottawa Hospital (for medical learners) and University of Ottawa. The

other partners, St. Paul University, Algonquin College, and la Cité Collégiale were

informed and accepted the recommendations of the other Research Ethics Boards.

The surveys were divided into three sections and all data was entered into SPSS

versions 15 and 16:

• Reactions (i.e., qualitative and quantitative opinions) on the module and/or

placement experience;

• Attitudes Towards Healthcare Teams (ATHT), a validated scale, (Leipzig et al,

2002); and

• Knowledge of ICPCP (questions developed by project team).

Reactions

Module learners were given a set of 26 questions to provide their opinion of the

module’s formatting, content and perceived impact on their knowledge and confidence.

They were also asked 2 questions relating the module to their clinical experience, and 2

open-ended questions asking what they like best and least about the module, and to

provide their comments.


Both module and non-module learners were asked 3 questions related to their

placement experience. In addition, both groups were asked 2 open-ended questions

about their placement experience asking what they like best and least about the

module, and to provide their comments.

Attitudes Toward Healthcare Teams Scale The ATHT scale11, is a Likert-type scale with items rated on agreement from 1 to 6 (i.e.

1= strongly disagree, 2=disagree, 3=slightly disagree, 4=slightly agree, 5=agree,

6=strongly agree). The scale is divided into three subscales:

1) Physician Shared Role - high scores indicate that a positive interprofessional

attitude would be to have a shared decision-making role for the physician on the

interprofessional team rather than the traditional physician dominant role in

decision-making

2) Team Efficiency - high scores denote a positive attitude that working in

interprofessional teams is more efficient

3) Team Value - high scores show a positive attitude that working in

interprofessional teams is of value to healthcare workers

As is common in many scales, scores for negative statements such as “Working in

teams unnecessarily complicates things most of the time” and “The physicians should

not always have the final word in decisions made by health care teams” were reversed

in scoring. For example, if a learner responded with a ‘1’ (i.e. strongly disagree) for

these items the score was reversed to a ‘6’ (i.e. strongly agree) to denote a positive

response (i.e. high score). All items were zero-based so that arithmetic sums and


means could be computed. If fewer than 50% of the items were left blank by a

respondent, the median response for that respondent on the subscale was entered for

the item. Only one pre/post survey was discarded due to too much missing data.

Knowledge Questions

The second set of questions asked in the pre/post surveys were ‘perceptions’ questions

intended to infer the learners’ knowledge about Holistic Care, Collaborative Person-

Centred Practice, and the Humanities (human experience, historical perspectives,

ethics and law, professionalism). No knowledge tests currently exist, therefore we

decided to explore the concepts with these six open-ended questions.

An example of an open-ended question is: “What do you believe are the most important

aspects of ‘Collaborative Patient-centered Practice’ to consider when educating learners

at all levels? Please list at least three aspects.” The range of scores was from 0 to 2

(0=incorrect; 1=partially correct; 2=completely correct). Scores were assigned by a

blinded group consensus process with 4 members of the IECPCP&H project team.

Scorers did not know which responses were from the pre or post questionnaires, and

they did not know which answers were from module or non-module learners. Scores

were entered into SPSS, and descriptive frequencies and central tendency statistics

were generated.

Because the questions were part of a survey and not an exam/test for the learners,

missing data was treated in different ways. For the Holistic Care and Collaborative

Practice questions on the pre tests, if a respondent left the answer blank the question


was coded as ‘missing data’. If the respondent had a perfect score (2) in their pre-test

and the post test was blank, a score of ‘2’ was entered for their post-test as it was

reasoned that the respondent was not likely to have lost this knowledge over a few

weeks and most likely did not fill in answers on the post test due to time constraints. A

score of ‘1’ on a pretest was not entered for a corresponding posttest because a score

of ‘1’ (more so than a score of ‘2’) may have been obtained by guessing. This

modification to the scoring helps to increase the amount of usable data without over-

estimating the effects of the module.

For the four Humanities questions, if the entire pre- or post-test is blank the questions

were coded as missing data. However, because there was a statement at the end of the

question directing respondents: “If you do not have an answer, please leave it blank”, a

single blank question was scored as ‘0’ because of the instruction to leave it blank. One

exception to this was as described above (if the respondent had a perfect score in their

pre-test and the post-test was blank, a perfect score of ‘2’ was entered for their post-

test).

Scores were converted to categorical data such that a score of 0 = incorrect, 1= partial

knowledge, 2 = advanced knowledge. Two non-parametric tests for significance, Chi

Square and Wilcoxon Signed Rank test (commonly used when assumptions of

normality are violated), were then computed. To make comparisons between groups,

Chi square test for independence compared module and non-module groups for the

number of learners in each category on the pre surveys and on the post surveys. To


make within groups comparisons, Wilcoxon Signed Rank test was computed for post vs

pre survey ranks for module and non-module learners.

One of the disadvantages of using a pre/post experiment design is that participants are

often keen at the beginning and send in a pre test but, as time passes and despite good

intentions, they do not send in the post test. To determine whether or not we could

generalize from the paired data (participants submitted both a pre and post survey) to

the whole data set that includes unpaired data (participants sent in only a pre survey or

a post survey), Chi Square tests were conducted for demographic variables that might

reasonably be expected to influence knowledge and attitudes. For the pre surveys

comparing paired and unpaired data, results showed that for gender, program (i.e.

profession), and previous experience working with students from other professions

there were no significant differences for paired compared to unpaired data. However, for

year of study there were significant differences found (p < .05), therefore, we cannot

generalize from paired to unpaired data and all results are reported only for paired data

(see Appendix 3).

For paired data only, Chi Square tests were computed for the same demographic

variables to determine whether there were any significant mean differences between

module and non-module learners. Results showed that for gender, program, year of

study, and previous experience working with students from other professions there were

no significant differences at the p =.05 level for module compared to non-module


learners (see Appendix 4). Therefore, meaningful comparisons can be made between

the module and non-module groups and statistical analyses conducted.

RESULTS

Respondents

Of the 266 learners approached as they came to SCO Health Service between May

2007 and February 2008, 61 module learners and 43 non-module learners (total = 104

or 39.1%) agreed to provide feedback on the placement and/or module (see the flow

chart below). As can be seen in the flow chart, from the returned data, we had a total of

38 module and 25 non-module sets of paired pre/post surveys.

June 1/08

Students Approached = 266

Module

110

Non- Module

156

Consented

61

Non-consenting

49

Consented

43

Non-consenting

113

Pre- surveys

61

Post-surveys

44

Pre- surveys

40

Post-surveys

29

Creative Summaries

42 people did 20(16 by individuals, 3 by 24 people

and 1 by 2 people)

Matched

38Matched

25

The diversity of professions represented by the participants shows the interprofessional

nature of the group, as can be seen in the table below.

Flow Chart of Pilot Participants


Interprofessional Learners by Program of Study

Program of Study

Module Units

Non-Module Units

Totals

Nursing 28 26 54

Medicine 24 6 30

Pharmacy, Techs 3 1 4

Psychology 0 1 1

Speech/language 1 1 2

Spiritual Care 3 1 4

Occupational Therapy 0 3 3

Rehab Technician 1 0 1

Social Work 1 1 2

Instructor for RPNs 0 1 1

Unknown 0 2 2

Grand Totals 61 43 104

Other demographic information on the participants includes gender, length of placement

and previous experience with interprofessional learning:

Module Non-Module Female 83% 92%

Placement at SCO 3-52 wks 2-12 wks

Previous IP experience (yes) 52% 35%

Reactions

As shown in the table below, the module learners slightly agreed that the module made

a difference in creating opportunities for working collaboratively with other professions.

They agreed that the module taught them about working collaboratively with other

professions.


Module learners’ modal responses to questions related to the self-learning and their placement experience: (Modal responses to questions) Strongly

Disagree Disagree Slightly

Disagree Slightly Agree

Agree Strongly Agree

Without the Self-Learning Module, I would not have had the same opportunities to work collaboratively with other professionals.

√

The Self-Learning Module taught me about working collaboratively with other professionals.

√

Both the module and non-module learners felt that there was not enough interaction

with students from other professions. Both groups agreed that they worked with staff

from other professions and learned about working collaboratively with other professions.

Module and non-module modal responses to questions related to their learning placements: (Modal responses to questions) Strongly

Disagree Disagree Slightly

Disagree Slightly Agree

Agree Strongly Agree

During my placement here, I worked with students from other professions than my own × √

During my placement here, I worked with team members from other professions than my own √×

My placement experience here taught me about working collaboratively with other professionals.

√ ×

√ = Module learners × = Non-module learners The module learners were also asked for their reactions to the learning module in a set

of 26 questions: related to content (7 questions), learning (9 questions), logistics (6

questions) and ease of use (2 questions). Cronbach’s alpha for the entire scale is .924.

To summarize the results, subscale questions were summed and a mean score was

calculated for each category. Scores were then pro-rated out of 100%. The paired data

for the module learners’ reactions is listed in the figure below.


Score for Module Reactions

0 20 40 60 80 100

Content

Learning

Logistics

Ease of Use

Module Learners, paired data, N=38

The highest score was given to the items related to Learning, with 80% agreeing with

the statements. Examples of the 9 questions in that category are: “The module built my

confidence in understanding how the humanities help me relate with persons in my

care”, “As a result of my participation in this module, I have gained new knowledge”,

and “The module’s goals and objectives were clear”.

Attitudes Toward Healthcare Teams

The Kolmogorov-Smirnov (KS) test was used to determine whether or not the

distributions of scores for continuous variables on the ATHT scale were normal. KS

tests showed that assumptions of normality were not violated therefore paired and

independent samples t-tests were computed.

Within Groups Mean Differences

Paired t-tests were computed for the 3 subscales to determine if there were significant

mean differences in attitude scores from pre to post survey. This result is reported at the

.10 significance level. Of the three subscales, Physician Shared Role and Team

Efficiency showed significant mean differences in a positive direction from pre to post

survey. Importantly, this result was significant only for module learners. This result

suggests that, as predicted, learners who experienced the self-learning module


changed their attitude more in favour of a shared leadership role on the team (rather

that a dominant role) for physicians. In contrast, the learners who did not experience the

activities in the self learning module changed their attitude less in favour of a shared

leadership role for physicians. Similarly, module learners rated team efficiency higher

than non-module learners.

Attitudes Towards Healthcare Teams Paired t-tests for Subscales

Module Non-Module *p < .10 Pre Post Pre Post

N M SD M SD t N M SD M SD t Physician Shared Role 38 .50 .14 .55 .16 *1.79 25 .61 .21 .60 .21 1.14 Team Value 38 .87 .09 .87 .10 -.08 25 .87 .15 .87 .15 -.63 Team Efficiency 38 .70 .13 .73 .12 *1.75 25 .79 .14 .77 .13 -.14

Between Group Mean Differences

Independent samples t-tests were computed to determine whether the size of the mean

difference in attitude scores from pre to post survey was significantly different for

module compared to module learners. Of the three subscales, only Physician Shared

Role approached significance. This result provides additional evidence to suggest that

the mean change in attitude from pre to post survey was significantly different for

module compared to non-module learners. Interestingly, the mean change for module

learners was in a positive direction whereas the mean change was in a negative

direction for the non-module learners.

Attitudes Towards Healthcare Teams Independent Samples t-tests for Subscales

Difference Scores Module Difference Scores Non-Module

*p = .105

Post - Pre Post - Pre

N M SD N M SD t Physician Shared Role 38 .05 .18 25 -.01 .10 *1.64 Team Value 38 -.00 .07 25 -.00 .08 .951 Team Efficiency 38 .03 .12 25 .03 .11 .766


Knowledge For all the Knowledge questions, the KS tests showed that assumptions of normality for

the distribution of scores were violated on the pre and post surveys for the module and

non-module groups. Therefore, T-tests for continuous variables were not computed. Chi

square tests were computed for the percentage of learners across categories of

answers (incorrect, partially correct, and completely correct) for pre and post surveys

comparing module and non-module learners. These results tell an interesting story in

that the module vs. non module comparison for the pre surveys show no significant

differences in percentage of learners across answer categories whereas on the post

survey comparisons, significant differences are noted for the ‘Holistic Care’ and ‘Human

Perspectives’ questions. See tables below and Appendix 5.

Holistic Care – Percent of Learners per Category of Knowledge

Module Non-Module Pre Post Pre Post

Incorrect (scores = 0) 8.8 % 11.8% 21.1% 42.1% Partial Knowledge (scores = 1) 29.4% 17.6% 47.4% 26.3%

Complete Knowledge (score =2) 61.8% 70.6% 31.6% 31.6%

Thus, for the Holistic Care question, module learners increased their incorrect scores

from pre to post survey by 21%, decreased the scores of 1 by 21.1%, and increased

their scores of 2 by 8.8%. By comparison, non-module learners increased their incorrect

scores from pre to post survey by 5.7%, decreased the scores of 1 by 9.3% and the

scores of 2 remained the same.

For the Human Perspectives question describes a similar story, as can be seen in the

table below.


Module Non-Module Pre Post Pre Post

Incorrect (scores = 0) 63.3% 36.7% 75% 70% Partial Knowledge (scores = 1) 26.7% 66.7% 10% 15%

Complete Knowledge (score =2) 10% 56.7% 15% 15%

For the Human perspectives question, module learners decreased their incorrect scores

from pre to post survey by 26.6 %, increased the scores of 1 by 40%, and increased

their scores of 2 by 46.7%. By comparison, non module learners decreased their

incorrect scores from pre to post survey by 5%, increased the scores of 1 by 5 % and

the scores of 2 remained the same.

These results show that a significantly higher percentage of learners who experienced

the learning activities in the module had scores of 2, indicating complete knowledge,

than learners who did not experience the self-learning module (for the Holistic care and

Human Perspectives questions)

Wilcoxon Signed Rank tests were computed for the within groups (pre vs post survey

difference scores) for module and non-module learners. For the module learners only,

based on negative ranks, results showed that there were significant differences with

post ranks higher than pre on the Human Perspective, Ethics and Law, and

Professionalism questions. In contrast, the non- module learners only showed

significant differences with pre ranks higher than post (based on positive ranks) on the

Holistic Care question (see table—Appendix 6).

IMPLICATIONS OF RESULTS

In summary, students who used the self-learning module and worked with teams

that had participated in a project workshop had a more positive attitude towards


the physician’s sharing the leadership role in collaborative teams, and

demonstrated more knowledge of holistic care and the human experience in

health care.

SUSTAINABILITY

The self-learning module was designed to educate the learners while requiring minimal

work for the care teams with which they were placed. The project team provided support

to the learners and participating teams throughout the project to meet the challenges of

integrating this self-learning tool into the curriculum of every learner coming for a

placement at SCO Health Service. Senior management of SCO Health Service is

committed to the continued use of this learning tool. We are working closely with the

Office of Learning at SCO Health Service that has agreed to take on the responsibility to

oversee the continued use of the self-learning module with future learners as well as a

tool for the continuing professional development of the staff. The SCO Volunteer

training program is using the module with new volunteers. The module is available

online in pdf format.

Through a grant from the University of Ottawa, the self-learning module is being

developed into an interactive online module by the University of Ottawa’s E-Learning

Centre in collaboration with members of the steering committee.

Support for changes at SCO to continue its development of IPE and effective

collaborative practice must be made evident at all levels within the SCO Health Service.


The self-learning module is seen as a tool to facilitate this, and therefore the learning

from the project will have a lasting impact on learners and teams within the

organization. The project has taken every opportunity to meet with key stakeholder

groups within the organization and to communicate with the staff that may be interested

in, contribute to, or impacted by the project.

Students Association

In 2006-7, with support from this project, the interprofessional University of Ottawa

Health Sciences Community Organization (HSCO) was resurrected by the two students

(one from medicine the other from nursing) on the project’s steering committee. They

held an information evening for their colleagues, held an interprofessional student

activity and expanded their membership. In 2007-8, an occupational therapy student

became the group leader and joined the project steering committee, met regularly with

the project team and held another information session. In 2008-9, the HSCO has been

formally adopted by the Academic Health Council, giving the students a supportive body

to help them grow and to provide some ongoing funding. A medical student is currently

the leader. A direct result of this project is that the HSCO will become the Ottawa

Chapter of the National Health Sciences Students Association (NaHSA).

Every year of the project, one or two of the student leaders have been able to attend the

annual NaHSA conference. Members from the new Ottawa Chapter of NaHSA will be

invited to an IPECPCP summit being planned for March 2009. We expect to have teams

participate in upcoming student case competitions at the IPE Ontario 2009 conference

in Toronto, January 2009, as well as at the March 2009 summit.


DISSEMINATION

Communication about the project has been posted on the SCO Health Service intranet

and on the Élisabeth Bruyère Research Institute (EBRI) website. IECPCP&H is being

profiled in the upcoming annual reports of SCO Health Service and EBRI. Champions

from the steering committee have been circulating a project profile to reach out to their

colleagues in the academic institutions and to the students who may be coming to SCO

Health Service. It is recognized that ongoing communication through these and other

formats will be required to maintain an awareness and readiness for the project

throughout the project duration. Interestingly, one of the Creative Summaries is being

showcased at the new brand launch on September 11, 2008: 2 young volunteers will do

a live performance of the song they wrote with a patient in the complex continuing care

program telling the patient’s story.

Appendix 6 outlines the dissemination activities external to SCO Health Service and

Appendix 7 shows the internal dissemination activities.

The project has garnered significant interest from a wide range of stakeholders and has

been shared with a number of academic and clinical colleagues locally, provincially,

nationally and internationally.

FURTHER RESEARCH

Areas identified for further research through the project:

• More investigation on the impact of the humanities in clinical education


• Research into the long-term impact of a self-learning module on the clinical practice

of learners

• Research with patients and families working with health care learners who are using

the self-learning module

Areas of further research with the project:

• With the success of this pilot project, the self-learning module can be used with other

health care services and in interprofessional health sciences curricula. Research

and evaluation can inform us as to its efficacy with different groups and different

contexts.

• Further research and evaluation will be undertaken with the upcoming online

version, with interprofessional groups doing their placements at any practice site in

Ottawa.

• As SCO Health Service continues to disseminate the self-learning module to its

learners, further formative and summative evaluation can inform our efforts to meet

the learners’ needs.

• Further research will inform us as to the efficacy of new clinical scenarios beyond

the four that were in this pilot.

• As the data is accumulated from further research, we may be able to conduct

secondary analysis to find out how different professions/programs/levels experience

the module.


REFERENCES 1. Oandasan I, D’Amour D (2004). Interprofessional Education For Collaborative Patient-Centred Practice: Research & Findings Report. Ottawa:Health Canada. 2. Freeth D, Hammick, M, Koppel I, Reeves S, Barr H. (2002). A Critical Review of Evaluations of Interprofessional Education. Commissioned by the Learning and Teaching Support Network Health Sciences and Practice from the Interprofessional Education Joint Evaluation Team, Centre for the Advancement of Interprofessional Education (CAIPE), UK. 3. Herbert CP. (2005). Changing the culture: Interprofessional education for collaborative patient-centred practice in Canada. Journal of Interprofessional Care, 19 (S1):1-4. 4. Sinclair L. Lowe M (2008). Which comes first – education or practice? Innovative strategies to catalyse interprofessional teams. Oral paper, All Together Better Health IV conference, June 2-5, 2008, Stockholm, Sweden. 5. Petrie, H.G. (1976). Do you see what I see? The epistemology of interdisciplinary inquiry. J. Aesthetic Educ, 10 29-43. 6. Hall P. (2005). lnterprofessional teamwork: Professional cultures as barriers. Journal of Interprofessional Care, 19 (S1):188-196. 7. Hall P, Weaver L, Fothergill-Bourbonnais F, Amos S, Whiting N, Barnes P, Legault, F (2006). Interprofessional education through popular literature: a palliative care model. Journal of Interprofessional Care; 20(1):51-59. 8. Cowley S, Bliss J, Mathew A, McVey G. (2002). Effective interagency and interprofessional working: facilitators and barriers. International Journal of Palliative Nursing, 8(1):31- 39. 9. Sands, R.G., Stafford, J., McClelland, M. (1990). ‘I beg to differ’: conflict in the interdisciplinary team. Social Work in Health Care, 14(3), 55-72. 10. Norsen, L., Opladen, J., Quinn, J. (1995). Practice model: collaborative practice. Critical care Nurs Clin North Am, 7(1), 43-52. 11. Leipzig RM, Hyer K, Ek K, Wallenstein S, Vezina ML, Fairchild S, Cassel CK, and Howe JL. (2002). Attitudes toward working on interdisciplinary healthcare teams: A comparison by discipline. J Am Geriatr Soc, 50:1141-1148.


BIBLIOGRAPHY

Canadian Hospice Palliative Care Association (CHPCA). (2002). A Model To Guide Hospice Palliative Care: Based on National Principles And Norms Of Practice. Ottawa, Ont. D’Amour, D., Ferrada-Videla, M., Rodriguez, Leticia S. M. & Beaulieu, Marie-Dominique. (2005). The conceptual basis for interprofessional collaboration: Core concepts and theoretical frameworks. Journal of Interprofessional Care, Supplement 1: 116-131. D’Amour, D. & Oandasan, Ivy. (2005). Interdisciplinary education for collaborative patient-centered practice. Journal of Interprofessional Care, 19(S1):8-20. Gilbert, J (2005). Interprofessional learning and higher education structural barriers. Journal of Interprofessional Care, May Suppl. 1: 87-106 Hall P. (2005). lnterprofessional teamwork: Professional cultures as barriers. Journal of Interprofessional Care, 19 (S1):188-196. Herbert, C. (2005), Changing the culture: Interprofessional education for collaborative patient-centered practice in Canada. Journal of Interprofessional Care, 19 (S1):1-4. Leipzig RM, Hyer K, Ek K, Wallenstein S, Vezina ML, Fairchild S, Cassel CK, and Howe JL. (2002). Attitudes toward working on interdisciplinary healthcare teams: A comparison by discipline. J Am Geriatr Soc, 50:1141-1148. Norsen, L., Opladen, J., Quinn, J. (1995). Practice model: collaborative practice. Critical care Nurs Clin North Am, 7(1), 43-52. Office of Interprofessional Education, University of Toronto (2006). An Overview of the Barriers to Health Human Resources. For Summit on Advancing Interprofessional Education and Practice. June. University of Toronto. The Calgary Institute for the Humanities (CIH) www.ucalgary.ca: Note the definition of the Humanities. University of Ottawa. (2003). Humanities in medicine: University of Ottawa’s Faculty of Medicine (Report to the Dean). Way, D., Jones, L., & Baskerville, N.B. (2001). Improving the effectiveness of primary health care delivery through nurse practitioner/family physician structured collaborative practice. Final Report to the Health Transitions Fund, Ottawa, Ontario.


AppendicesAppendicesAppendicesAppendices


Appendix 1 - Partners On Steering Committee The accomplishments of the Interprofessional Education for Collaborative Person Centred Practice through the Humanities Project (IECPCP&H) have been achieved through the dedicated interprofessional teamwork of the individuals from diverse professions and organizations represented in the following diagram:

1

IECPCP & the Humanities

ICPCP & H

Steering Committee

Evaluation:Lynda Weaver

SCO Health Service

SCO Programs:CCC

Pall Care Rehab & CoE

LTC

SCO: EthicsMission EffectivenessOffice of Learning

U of Ottawa:Social Sciences

U of Ottawa:Rehab Sciences

U of Ottawa:Human Kinetics

U of Ottawa:Law

Saint Paul UFaculty

of Human Sciences

Students:U of OSPU

Algonquin &

La Cité

La Cité

Collégiale

Patients/FamiliesCCC LTCRehab & CoEPall Care Algonquin

College

Project Team:Kevin BarclayDawn Mullins

Enkenyelesh Bekele

Co-Chairs:Susan Brajtman: School of NursingPippa Hall: Faculty of Medicine & SCO

Health Service

Including contributions from:

The clinical preceptors and team members at SCO Health Service and faculty members and teachers of the partner universities and colleges. This project is funded by Health Canada’s Interprofessional Education for Collaborative Patient-Centred Practice Initiative Cover Page: The IECPCP&H logo depicts a team of professionals hand-in-hand working together while reflecting on the four pillars of the humanities. They are supported by a foundation of tight fitting puzzle pieces that provide strong support only when linked together.


Steering Committee Members Principal Investigators: Dr. Pippa Hall, MD, MEd University of Ottawa Susan Brajtman, RN, PhD, University of Ottawa Lynda Weaver MHA, MEd, SCO Health Service

Project team: Kevin Barclay, M.A., Project Manager Enkenyelesh Bekele, Hons. BA, Research Assistant Dawn Mullins, RN, M.A., Research Associate Sharon Batliwalla, Summer Nursing Student

Steering Committee:

Name Affiliation Caroline Andrew Social Sciences - University of Ottawa Wanda Assang Complex Continuing Care, St. Vincent Hospital- SCO Health Service Kevin Babulic Unit Manager - Level 2 / Gestionnaire d'unité- St. Vincent Hospital – SCO

Health Service Peter Barnes Human Sciences Faculty- Saint Paul’s University Josée Belke Executive Director & Administrator, Villa Marguerite & Résidence Saint-

Louis – SCO Health Service Richard Blair Rehabilitation and Ethics- SCO Health Service Joyce Bolduc Resident, Villa Marguerite- SCO Health Service Kim Bourada Family Representative - Palliative Care- SCO Health Service Donna Carpenter Resident, St. Vincent Hospital – SCO Health Service Linda Cloutier La Cité collégiale Lise Corbeil Spiritual Care Student- Saint Paul University Alexis Dmitruk Nursing student - University of Ottawa Colleen Dockerty Nursing Student - University of Ottawa Mary Egan Occupational Therapy - Faculty University of Ottawa Valerie Fiset Nursing Studies - Algonquin College Michelle Fortier Human Kinetics - Faculty University of Ottawa Barbara Foulds Algonquin College Annie Gaudreau Occupational Therapy Student – University of Ottawa David Globerman Family Representative-Rehabilitation – SCO Health Service Chantal Gray Medical Student – University of Ottawa Kathy Green Unit Manager, Geriatric Rehabilitation –SCO Health Service Camille Hubert Long Term Care – SCO Health Service (Résidence Saint-Louis) Kendra James Occupational Therapy Student – University of Ottawa Kirby Kranabetter Mission Effective, SCO Health Service Monique Laflamme Client Relations Advisor, SCO Health Service Margaret Lerhe Learning Dept.- SCO Health Service Liliane Locke Palliative Care & Rehabilitation- SCO Health Service Marie-Josée Thellend La Cité collégiale Hélène Thibeault Unit Manager Palliative Care Unit- SCO Health Service Ellen Zweibel Law - Faculty University of Ottawa

With contributions from: The clinical preceptors and team members at SCO Health Service; Faculty and teachers of the partner universities and colleges; Sharon Batliwalla, Student, School of Nursing, University of Ottawa.


LOGIC MODEL for Teaching Interprofessional Collaborative Patient-Centred Practice through the Humanities:

Partnership between the University of Ottawa, Saint Paul University, and SCO Health Service

COMPO-

NENTS

FACULTY AND

STAFF

DEVELOPEMNT

IPCH LEARNING

MODULE

DEVELOPMENT

PRECEPTOR AND

PROFESSOR

TRAINING

PILOT OF

IPCH

LEARNING

MODULE

ACTIVI-

TIES

- Establish group of

faculty and staff

(champions) who will

eventually design and

implement the

learning module for

SCO Health Service

- Assess their learning

needs related to Short

Term Outcomes

- Develop education to

meet those needs

- Implement education

- Evaluate education

DISSEMINATION

- Establish goals

and objectives for

Interprofessional

Patient-Centred

Humanities

Learning (IPCH)

module

- Establish methods

for the IPCH

learning module

- Establish

evaluation strategy,

methods and tools

for IPCH learning

module.

Project champions

will

- Identify SCO

preceptor teams and

university professors

for pilot

- Assess learning

needs of target

audiences

- Design information

sharing, training or

educational sessions

to meet their needs

- Implement sessions

- Evaluate sessions.

- Identify

pilot

participants

- Run the

IPCH

learning

module

- Evaluate

results

- Revise

module as

needed.

- Plan a

show-

case of

learners’

assign-

ments at

SCO, U

of O and

SPU

- Present

findings at

regional,

provincial

and national

conferences

and

education

events

TARGET

GROUPS

Champions from:

- U of O faculties

- U of O students

- SPU faculties

- SPU students

- SCO programs x 4

- SCO patients/clients/residents

- U of O faculty

members who send

learners to SCO

- SPU faculty

members who send

learners to SCO

- SCO program

preceptors teams for

learners

- U of O

learners

- SPU

learners

- SCO pilot

preceptor

teams

- U of O

learners

- SPU

learners

who

came to

SCO

Participants

at pertinent

regional,

provincial

and national

conference

and

education

events.

SHORT

TERM

OUTCO-

MES

Increased

understanding of:

- IECPCP

- Humanities

- Adult Education

- Learning

technologies

Development of a

pilot IPCH learning

module for U of O

and SPU learners

who come to SCO

Increased

understanding of:

- IECPCP

- Humanities

- Adult Education

- Test of IPCH

learning module

- Increased

understanding

of:

- IECPCP

- Humanities

Sharing of findings

SUSTAINAB-

ILITY

- Identify all

preceptor teams

at SCO &

professors at U of

O and SPU that

send/receive

learners at SCO

- Finalize

Preceptor &

Professor

Training Manual

- Prepare for

future training

workshops

- U of O learners

- U of O

professors

- SPU learners

- SPU professors

- SCO preceptor

teams

Preceptor &

Professor

Training Manual.

Plans for future

workshops.

Appendix 2


LONG TERM

OUTCOMES

(after

funding)

- All pertinent SCO staff and Faculty at U of O and SPU are prepared to teach and model interprofessional patient-centred team work,

and to assist learners to understand collaborative patient-centred care through the Humanities in health care.

- All learners coming to SCO will experience interprofessional patient-centred team work and understand collaborative patient-

centred care through the Humanities in health care.

- Development of a sustainable and replicable Interprofessional Patient-Centred Humanities Learning Module for long term care,

complex continuing care, rehabilitation and palliative care programs to provide undergraduate and postgraduate learners with an

experience of interprofessional patient-centred team work and to understand collaborative patient-centred care through the

Humanities in health care.

INTERME-

DIATE

OUTCOMES

- All pertinent SCO Health Service staff and faculty members from U of O and SPU in the pilot project will be prepared to teach and

model IP team work, which, in turn, will assist them in helping learners to understand collaborative patient-centred care through the

Humanities in each program.

- Learners in the SCO pilot will experience interprofessional patient-centred team work and understand collaborative patient-centred

care through the Humanities in health care.


Appendix 3

Chi Square - Demographics: Paired vs Unpaired Data

Gender

χ2 = .82 Pre Paired Pre Unpaired Total

Male 9 6 15 Female 53 31 84 Total 62 37 99

Program


Nursing 33 20 53 Medicine 19 11 30

Allied Health 11 6 17 Total 63 37 100

School

χ2 = .024** Pre Paired Pre Unpaired Total

Ottawa University 34 13 47 Algonquin College 21 11 32

Other 8 13 21 Total 63 37 100

Year of Study

χ2 = .005** Pre Paired Pre Unpaired Total

First 4 10 14 Second 30 12 42 Third 3 0 3 Fourth 11 1 12

Postgraduate 13 12 25 Other 1 2 3 Total 62 37 99 Previous Experience with Students from Other Professions


Yes 29 17 46 No 32 19 51 Total 61 36 97


Appendix 4

Chi Square - Demographics: Paired Only-Module vs Non-Module

Gender

χ2 = .64 Module Non-Module Total

Male 6 3 9 Female 31 22 53 Total 37 25 62

Program


Nursing 19 14 33 Medicine 14 5 19

Allied Health 5 6 11 Total 38 25 63

School

χ2 = .01** Module Non-Module Total

Ottawa University 15 19 34 Algonquin College 18 3 21

Other 5 3 8 Total 38 25 63

Year of Study


First 0 4 4 Second 18 12 30 Third 3 0 3 Fourth 7 4 11

Postgraduate 9 4 13 Other 1 0 1 Total 38 24 62 Previous Experience with Students from Other Professions


Yes 19 10 29 No 18 14 32 Total 37 24 61


Appendix 5

Knowledge Questions Analysis Holistic Care

Pre χ2= 4.66, p =.097 Post χ2= 8.67, **p =.013 Module Non-

Module Total Module Non-

Module Total

N N N N N N Incorrect (scores = 0) 3 4 7 4 8 12

Partial Knowledge (scores = 1) 10 9 19 6 5 11 Complete Knowledge (score =2) 21 6 27 24 6 30

Total 34 19 53 34 19 53 Collaborative Practice

Pre χ2= .086, p=.958 Post χ2 = 5.37, p=.068 Module Non-


Module Total



Total 29 19 48 29 19 48 Human Perspective

Pre χ2 = 2.18, p =.340 Post χ2 = 8.71, **p =.013 Module Non-


Module Total



Total 30 20 50 30 20 50 Ethics and Law

Pre χ2 = 2.62, p = .270 Post χ2 = 893, p = .640 Module Non-


Module Total



Total 33 20 53 33 20 53 Professionalism

Pre χ2 = .109, p = .947 Post χ2 = 4.83, p = .090 Module Non-


Module Total



Total 31 20 51 31 20 51


Knowledge Questions Wilcoxon Signed Rank Tests Holistic Care

Module (Post -Pre ) Z=-.707, p=.48 (Non-Module Post –Pre) Z=-2.00, p=.046

Ranks

Mean Rank Sum

Of Ranks

Ranks

Mean Rank Sum

Of Ranks

Negative Ranks 3 4.50 13.50 4 2.50 10 Positive Ranks 5 4.50 22.50 0 .00 0

Ties 26 15 Total 34 19

Collaborative Practice

Module (Post -Pre )Z=-1.41, p=.159 (Non-Module Post –Pre)Z=.000, p = 1.00

Ranks

Mean Rank Sum

Of Ranks

Ranks

Mean Rank Sum

Of Ranks

Negative Ranks 7 9.00 63 4 4.50 18 Positive Ranks 12 10.58 127 4 4.50 18


Human Perspective

Module (Post -Pre ), Z=-3.25, **p=.001 (Non-Module Post –Pre)Z=-.378, p=.705

Ranks

Mean Rank Sum

Of Ranks

Ranks

Mean Rank Sum

Of Ranks

Negative Ranks 3 5.50 16.50 2 2.00 4.00 Positive Ranks 16 10.84 173.50 2 3.00 6.00


Ethics and Law

Module (Post -Pre ) Z=-2.25, **p=.024 (Non-Module Post –Pre) Z=-1.41, p=.157

Ranks

Mean Rank Sum

Of Ranks

Ranks

Mean Rank Sum

Of Ranks

Negative Ranks 2 3.00 6 0 .00 .00 Positive Ranks 8 6.12 49 2 1.50 3.00


Professionalism

Module (Post -Pre ) Z=-2.50, **p=.012 (Non-Module Post –Pre) Z=.687, p=.492

Ranks

Mean Rank Sum

Of Ranks

Ranks

Mean Rank Sum

Of Ranks

Negative Ranks 5 6 30.00 7 4.00 28 Positive Ranks 13 10.85 141.00 2 8.50 17



Appendix 6 – External Dissemination Activities

Title Type(s) Event Date

(dd/mm/yyyy) Presente

r(s) Author(s) Abstract Interprofessional Education for collaborative Person-centred Practice through the Humanities

Poster Canadian Interprofessional Health 27/11/2006 Pippa Hall, Lynda Weaver

The goal of this multi-phase project is to provide health professional learners who come to SCO Health Service for their clinical rotations with planned experiences with an interprofessional team that will enhance their collaborative practice skills using the lens of the humanities and reflective practice. The poster describes the goal, concept, definitions, objectives, partnerships, framework and work plan of the project.

Interprofessional Education for collaborative Person-centred Practice through the Humanities

Poster Élisabeth Bruyère Research Institute Poster session

14/09/2006 Kevin Barclay

P.Hall, S. Brajtman, L. Weaver


Interprofessional Education for collaborative Person-centred Practice through the Humanities

Poster IECPCP Ottawa session

18/10/2006 Kevin Barclay



Interprofessional Continuing Professional Development: Collaboration Through the Lens of the Humanities

workshop

Canadian Association for Medical Education

04/05/2007 Pippa Hall, Susan Brajtman, Dawn Mullins, Enkenyelesh Bekele


Through a partnership of SCO Health Service, the Élisabeth Bruyère Research Institute, the University of Ottawa, Saint Paul University, Algonquin College and La Cité collégiale, a series of Continuing Professional Development (CPD) workshops is being developed and piloted in Ottawa. The goal of these workshops is to enhance faculty members’ and clinicians’ understanding and appreciation of interprofessional collaborative person-centred practice (ICPCP), and to improve their abilities to teach ICPCP and to be role models for the learners with whom they interact. These workshops address ICPCP by having participants work on an aspect of humanity in health care. The Humanities framework consists of 4 pillars: Human Experience; Historical Perspectives; Ethics and Law; Professionalism. In this session, the Humanities framework for the workshops will be presented and participants will engage in sample small group learning activities. The workshop will provide a forum for feedback and discussion.




r(s) Author(s) Abstract On completion of this workshop, participants will be able to: 1. Identify the 7 key elements of collaboration 2. Apply the elements of collaboration through the framework of the Humanities to case-based scenarios 3. Discuss and evaluate this approach in the context of their own experiences and learning environments.

Interprofessional Collaborative Education: Experiential learning in palliative care Through the Lens of the Humanities

workshop

Canadian Hospice and palliative Care Association

04/11/2007 P. Hall, S. Brajtman, D. Mullins


Participants in this workshop will explore an innovative self-learning module that promotes holistic patient-centred care and interprofessional collaborative practice through the lens of the Humanities. The module is being piloted across all four programs as SCO Health Services (Complex Continuing Care; Rehabilitation & Care of the Elderly; Long-Term Care; Palliative Care). It has been developed through a partnership between SCO Health Service, Élisabeth Bruyère Research Institute, University of Ottawa, Saint Paul University, Algonquin College and La Cité collégiale. The module is designed for all learners coming to SCO Health Service for placement and engages the whole interprofessional care team in the learning activities. Participants will also experience several learning activities, based on the palliative care case scenario. Survey Results: EDU – WS645 We received a great deal of feedback from your workshop. The respondents to the survey overall classified your workshop as “excellent”. The majority of the people who attended your workshop were either health care providers or volunteers. There were no comments given.

An Interprofessional Self-Learning Module for Practice Sites: The Humanities as a Means for Collaboration

Poster Collaborating Across Borders: An American-Canadian Dialogue on Interprofessional Health Education

24/10/2007 P. Hall, S. Brajtman

P.Hall, S. Brajtman, L. Weaver. K. Barclay, D. Mullins, E. Bekele

A self-learning module for learners from all health professions is being piloted in our practice setting. It promotes holistic, collaborative person-centred care through the Humanities, and requires learners to engage care team members in learning activities. Workshop participants will experience parts of the module, and hear about our pilot experiences.

The Ontario Collaboration: CIHC

Poster Collaborating Across Borders: An American-Canadian

24/10/2007 T. Broers, J. Medves, I. Oandasan, T.

T. Broers, J. Medves, I. Oandasan, T. Dryce, C Orchard,

Representation of IECPCP projects in Ontario




r(s) Author(s) Abstract Dialogue on Interprofessional Health Education

Dryce, C Orchard, P. Hall

P. Hall

Interprofessional Collaborative Education: Experiential learning through the Lens of the Humanities

presentation

Practice makes perfect: Education of Health Professionals in Community, Clinical and Simulated Settings International Conference 2007

4/11/2007 L. Weaver


Through a partnership of SCO Health Service, the Élisabeth Bruyère Research Institute, the University of Ottawa, Saint Paul University, Algonquin College and La Cité collégiale, an innovative curriculum is being developed for use with learners in four SCO Health Service programs (palliative care, long term care, complex continuing care and rehabilitation and care of the elderly). The goal of this new curriculum is to enhance learners’ and clinicians’ understanding and appreciation of interprofessional collaborative person-centred practice (ICPCP) through the lens of the humanities. Our humanities framework consists of 4 pillars: Human Experience; Historical Perspectives; Ethics and Law; Professionalism. The humanities represent a common language for learners to collectively develop their skills in interprofessional person- centred collaboration. The learning process engages learners with their interprofessional clinical team and the person in their care through a number of activities that build (ICPCP). In this session, the humanities framework will be presented and we will share our experiences in implementation. We will discuss the 7 key elements of collaboration, the learning activities we have developed and how we have applied the framework of the humanities to case-based scenarios.

Interprofessional Education for Collaborative Person-centred Practice through the Humanities

Poster presentation

Regional Geriatric Program, Eastern Ontario Poster session

01/10/2007 Pippa Hall, Susan Brajtman Lynda Weaver, Dawn Mullins, Enkenyelesh Bekele, Kevin Barclay

Pippa Hall, Susan Brajtman Lynda Weaver, Dawn Mullins, Enkenyelesh Bekele, Kevin Barclay

SCO Health Service, In partnership with The University of Ottawa, Saint Paul University, Algonquin College and La Cité collegiale, is implementing a new curriculum for students of all professions who undertake clinical placements at SCO Health Service. The project represents a collaboration of all partners and all professions in the development and implementation process. Through the collaboration, the partners, the professions, the staff and the students have been engaged in a collective learning journey that will enhance collaborative person-centred practice at SCO Health Service and provide a foundation for the students to work with seniors at SCO Health Service. The comprehensive implementation process is described and next steps for sustainability are outlined.

The latest developments in

presentation

Academy of

22/01/2008 Pippa Hall

Pippa Hall, Susan

A presentation on the latest local developments in interprofessional education




r(s) Author(s) Abstract interprofessional education to enhance collaborative person centred practice

medicine of Ottawa

Brajtman Lynda Weaver, Dawn Mullins, Enkenyelesh Bekele, Kevin Barclay

for collaborative person-centred practice

“Promoting Research and Innovation in Medical Education”

Oral presentation

AIME 1st Annual Medical Education Day

17/04/08 Pippa Hall


Purpose:

To study the effects of providing learners on clinical placement in four programs (Complex Continuing Care; Care of the Elderly and Rehabilitation; Palliative Care; Long-term Care) with an educational experience focused on holistic care and interprofessional teamwork using a framework of the Humanities. Methodology:

The intervention included a newly developed self learning module for learners on placement and workshops to prepare their clinical teams. The module was developed by a 20-member interprofessional steering committee and incorporates interactive and reflective learning exercises including a ‘creative summary’ prepared by the learner. A descriptive pre-post survey study design compared the interprofessional learning experiences of the learners who used the module (module group) with those who did not (no-module group). Survey questions focused on interprofessional team work, holistic care and a humanistic approach. Survey responses were analyzed for trends and completed modules were examined to inform the team of necessary improvements. In addition, a process evaluation of module development was undertaken assessing the steering committee’s and clinical teams’ feedback. Summary of results

Ninety-seven consenting learners have been recruited into the study from all professions (59 “module group” and 38 “no module group”) including 21 from medicine, 52 from nursing and 15 from other professions. Pre-post and between groups differences will be presented along with lessons learned and the process evaluation results. Conclusions

Based on the results, preliminary recommendations for sustained use of the module and its adaptation to other settings




r(s) Author(s) Abstract will be made.

The experience of learning interprofessional collaborative person centred practice through the lens of the humanities

presentation

Canadian Association for medical Education

05/2008 Pippa Hall


Purpose:

To study the effects of providing learners on clinical placement in four programs (Complex Continuing Care; Care of the Elderly and Rehabilitation; Palliative Care; Long-term Care) with an educational experience focused on holistic care and interprofessional teamwork using a framework of the Humanities. Methodology including study design and analysis: The intervention included a newly developed self learning module for learners on placement and workshops to prepare their clinical teams. The module was developed by a 20-member interprofessional steering committee and incorporates interactive and reflective learning exercises including a ‘creative summary’ prepared by the learner. A descriptive pre-post survey study design compared the interprofessional learning experiences of the learners who used the module (module group) with those who did not (no-module group). Survey questions focused on interprofessional team work, holistic care and a humanistic approach. Survey responses were analyzed for trends and completed modules were examined to inform the team of necessary improvements. In addition, a process evaluation of module development was undertaken assessing the steering committee’s and clinical teams’ feedback. Summary of results

To date, 45 consenting learners have been recruited into the study from all professions (31 “module group” and 14 “no module group”) including 15 from medicine, 22 from nursing and 8 from other professions. It is anticipated that more than 200 learners will be recruited by January 2008. Pre-post and between groups differences will be presented along with lessons learned and the process evaluation results. Conclusions

Based on the results, preliminary recommendations for sustained use of the module and its adaptation to other settings will be made.

New ways to transform and heal: collaboration and relationships

Workshop

All together better health IV, Sweden

05/06/2008 abstract submitted but not accepted

Pippa Hall, Susan Brajtman, Lynda Weaver, Raphael Amato, Peter

Pippa Hall, Susan Brajtman, Lynda Weaver, Raphael Amato, Peter Barnes,

Aims

This workshop is based on the work of the project ‘Interprofessional Education for Person-Centred Practice Through the Humanities’, located at the SCO Health Service in Ottawa and developed in collaboration with L’Arche Canada, founded by Jean Vanier. Effective collaborative teamwork is essential for the care of persons suffering with




r(s) Author(s) Abstract Barnes, Mary Egan, Dawn Mullins, Enkenyelesh Bekele

Mary Egan, Dawn Mullins, Enkenyelesh Bekele

complex, chronic illness. Using the frameworks of holistic care, the humanities, the principles of interprofessional collaboration and reflection, health care providers can enhance their collaborative abilities and explore how they can address suffering and foster healing and wholeness through a transformative and relational healing process. This workshop introduces philosophical and practical concepts of self-care and self- discovery as an essential component of effective collaborative teamwork. Methods & Materials

In this interactive workshop, based on a holistic model of care, participants will use several tools to reflect on their personal reactions to care scenarios and will discuss the impact these reactions and tools may have on their collaboration with colleagues, patients and families. Different models that enhance the concept of healing through these collaborative relationships will be explored. Results

Participants will have a toolkit with resources and references to use in faculty and continuing professional development for staff. Conclusion

Effective collaborative teamwork requires effective healing relationships among all individuals involved in providing and receiving the care.

The experience of learning interprofessional collaborative person centred practice through the lens of the humanities in the palliative care environment

Oral Ontario Provincial Palliative Care Conference

13/04/2008 Susan Brajtman

Pippa Hall, Susan Brajtman, Lynda Weaver, Kevin Barclay, Dawn Mullins, Enkenyelesh Bekele

Background

The “Interprofessional Education for Collaborative Person Centred Practice through the Humanities”. (IECPCP-H) project is part of a national strategy to improve collaborative person centred practice in Canada. IECPCP-H has implemented a self learning module for learners from all professions within varied clinical settings. Aims

To study the effects of providing learners on clinical placement in four programs (Complex Continuing Care; Care of the Elderly and Rehabilitation; Palliative Care; Long-term Care) with an educational experience focused on holistic care and interprofessional teamwork using a framework of the Humanities. Material and methods

The intervention included a newly developed self learning module for learners on placement and workshops to prepare their clinical teams. The module was developed by a 20-member interprofessional steering




r(s) Author(s) Abstract committee and incorporates interactive and reflective learning exercises including a ‘creative summary’ prepared by the learner. A descriptive pre-post survey study design compared the interprofessional learning experiences of the learners who used the module (module group) with those who did not (no-module group). Survey questions focused on interprofessional team work, holistic care and a humanistic approach. Survey responses were analyzed for trends and completed modules were examined to inform the team of necessary improvements. In addition, a process evaluation of module development was undertaken assessing the steering committee’s and clinical teams’ feedback. Results

Pre-post and between groups differences will be presented along with lessons learned and the process evaluation results. Conclusions


The experience of learning interprofessional collaborative person centred practice through the lens of the humanities in the palliative care environment

Poster/booth

Health Care Expo, Ministry of Health and Long Term care, Ontario

22/04/2008 Dawn Mullins Enkenyelesh Bekele


Background



The intervention included a newly developed self learning module for learners on placement and workshops to prepare their clinical teams. The module was developed by a 20-member interprofessional steering committee and incorporates interactive and reflective learning exercises including a ‘creative summary’ prepared by the learner. A descriptive pre-post survey study design compared the interprofessional learning experiences of the learners who used the module (module group) with those who did not (no-module group). Survey questions focused on interprofessional team work, holistic care and a humanistic approach.




r(s) Author(s) Abstract Survey responses were analyzed for trends and completed modules were examined to inform the team of necessary improvements. In addition, a process evaluation of module development was undertaken assessing the steering committee’s and clinical teams’ feedback. Results



New ways to transform and heal: collaboration and relationships

Workshop

16th International congress on the care of the terminally ill

26/9/2008 Pippa Hall, Susan Brajtman, Lynda Weaver, Raphael Amato, Peter Barnes, Mary Egan, Dawn Mullins, Enkenyelesh Bekele

Pippa Hall, Susan Brajtman, Lynda Weaver, Raphael Amato, Peter Barnes, Mary Egan, Dawn Mullins, Enkenyelesh Bekele

Aims

This workshop is based on the work of the project ‘Interprofessional Education for Person-Centred Practice Through the Humanities’, located at the SCO Health Service in Ottawa and developed in collaboration with L’Arche Canada, founded by Jean Vanier. Effective collaborative teamwork is essential for the care of persons suffering with complex, chronic illness. Using the frameworks of holistic care, the humanities, the principles of interprofessional collaboration and reflection, health care providers can enhance their collaborative abilities and explore how they can address suffering and foster healing and wholeness through a transformative and relational healing process. This workshop introduces philosophical and practical concepts of self-care and self- discovery as an essential component of effective collaborative teamwork. Methods & Materials

In this interactive workshop, based on a holistic model of care, participants will use several tools to reflect on their personal reactions to care scenarios and will discuss the impact these reactions and tools may have on their collaboration with colleagues, patients and families. Different models that enhance the concept of healing through these collaborative relationships will be explored. Results

Participants will have a toolkit with resources and references to use in faculty and continuing professional development for staff. Conclusion

Effective collaborative teamwork requires effective healing relationships among all




r(s) Author(s) Abstract individuals involved in providing and receiving the care.

The experience of learning interprofessional collaborative person- centred practice through the lens of the humanities in the palliative care environment

Oral Canadian Hospice and Palliative Care Conference

26/10/2008 Susan Brajtman


Background



The intervention included a newly developed self learning module for learners on placement and workshops to prepare their clinical teams. The module was developed by a 20-member interprofessional steering committee and incorporates interactive and reflective learning exercises including a ‘creative summary’ prepared by the learner. A descriptive pre-post survey study design compared the interprofessional learning experiences of the learners who used the module (module group) with those who did not (no-module group). Survey questions focused on interprofessional team work, holistic care and a humanistic approach. Survey responses were analyzed for trends and completed modules were examined to inform the team of necessary improvements. In addition, a process evaluation of module development was undertaken assessing the steering committee’s and clinical teams’ feedback. Results



Bridging professional silos: The experience of learning interprofessio

Power Point Presentation

Canadian Association for Health Services

May 27/08 S. Brajtman

Pippa Hall, Susan Brajtman, Lynda Weaver, Dawn Mullins,

Purpose

To study the effects of providing learners on clinical placement in four programs (Complex Continuing Care; Care of the Elderly and Rehabilitation; Palliative Care; Long-term Care) with an educational experience focused on holistic care and interprofessional teamwork using a framework of the




r(s) Author(s) Abstract nal collaborative person centred practice through the lens of the humanities

and Policy Research (CAHSPR)

Enkenyelesh Bekele

Humanities. Methodology

The intervention included a newly developed self learning module for learners on placement and workshops to prepare their clinical teams. The module was developed by a 20-member interprofessional steering committee and incorporates interactive and reflective learning exercises including a ‘creative summary’ prepared by the learner. A descriptive pre-post survey study design compared the interprofessional learning experiences of the learners who used the module (module group) with those who did not (no-module group). Survey questions focused on interprofessional team work, holistic care and a humanistic approach. Survey responses were analysed for trends and completed modules were examined to inform the team of necessary improvements. In addition, a process evaluation of module development was undertaken assessing the steering committee’s and clinical teams’ feedback. Summary of results



The experience of learning interprofessional collaborative person centred practice through the lens of the humanities

Power Point Presentation

All Together Better health IV, Stockholm, Sweden

May 31- June 5/08

Pippa Hall, Susan Brajtman, Lynda Weaver, Peter Barnes, Dawn Mullins, Enkenyel

esh Bekele

Pippa Hall, Susan Brajtman, Lynda Weaver, Peter Barnes, Dawn Mullins, Enkenyelesh Bekele

Background



The intervention included a newly developed self learning module for learners on placement and workshops to prepare their clinical teams. The module was developed by a 20-member interprofessional steering committee and incorporates interactive and reflective learning exercises including a




r(s) Author(s) Abstract ‘creative summary’ prepared by the learner. A descriptive pre-post survey study design compared the interprofessional learning experiences of the learners who used the module (module group) with those who did not (no-module group). Survey questions focused on interprofessional team work, holistic care and a humanistic approach. Survey responses were analysed for trends and completed modules were examined to inform the team of necessary improvements. In addition, a process evaluation of module development was undertaken assessing the steering committee’s and clinical teams’ feedback. Results




Appendix 7 – Internal Dissemination Activities

Date General Topic Target Audience

# Participants

General Outcome Action for Follow Up

June 27, 2006

Project overview and recognition of alignment between project and organizational goals

Élisabeth Bruyère Research Institute Board Members

12 The board of the institute was informed and enthusiastic about the project and it’s alignment with the institute and SCO Health Service

Keep board members informed of project progress

October- November 2006

Identifying the potential pool of students for the learning module and generating support for the learning module amongst professional leads

Leads form each profession (Nursing, Physiotherapy, Occupational Therapy, Spiritual care, Psychology, Social Work, Pharmacy, Medicine)

8 one-on-one meetings

Identify when students would be on site in the coming year and encourage professions participation in the project

Provide updates to clinical supervisors through meetings with senior representatives and through champions participating on the steering committee

November 20, 2006

Overview project implementation and garner support for the project

Meeting with Chief Allied Health Officer

1 Greater awareness of project implementation implications

Commitment to keep informed on project developments

February 7, 2007

Overview project implementation and garner further support for the project

Meeting with Chief Nursing Officer

4 Re-commitment to the project and its alignment with organizational goals. Recommendations for further meetings with key groups

Committed to additional meetings with key groups

February 13, 2007

Provide project implementation overview and generate further support

Medical Advisory committee

12 Create greater awareness of project implementation and generate further support.

Commitment to keep informed as students begin using module

March 6, 2007

Provide project implementation overview and

Professional leader’s group

10 Create greater awareness of project

Commitment to remain in contact with students as



# Participants


generate further support

implementation and generate further support

they begin using the module.

June 2007 –October 2007

Preparing faculty to support students

Faculty supervising students on site

Various one-on-one meetings

Greater awareness of project and opportunities to integrate project into placement

Consider ways to adapt project to fit into placement

September 21, 2007

Implementing the IECPCP-H project at SCO Health Service and experiencing the project

Management Advisory group SCO Health Service

18 Management gained knowledge about the project implementation, experience one of the project tools (collaboration checklist) and reflected on ways to implement project tools within the organization

Maintaining communications as project develops and re-connect during the sustainability phase

December 2007

Project progress at St Vincent site

Clinical staff who have been exposed to the project at St. V

10 Staff more aware of project activities

Consider a workshop to support staff in their roles as facilitators of learning

December 13, 2007

Exploring the use of the modules with Nursing groups

University of Ottawa Clinical Nurse Supervisors

8 Clinical nurse supervisors increase understanding of how the module can be used

Clinical nurse supervisors to consider ways to incorporate the module within the placement

December 17, 2007

Developing a sustainable interprofessional placement data base

Placement coordination, education and information management leads

10 Rekindled commitment to a integrated placement data base

Arrange a meeting with representative of HSPNet

January, 2008

Project progress at PCU site

Clinical staff who have been exposed to the project at PCU

Approx. 20 Staff more aware of project activities

Consider a workshop to support staff in their roles as



# Participants


facilitators of learning

January 23, 2008

Developing a strategy for sustainable support to IECPCP-H assets

Senior management

10 Support to proceed with an engagement process to build support for project assets

Begin planning the meeting to link project assets to strategic priorities

February 13, 2008

Creative Summaries Showcase

Staff and learners at EBHC

60 Enhances awareness and excitement about the outcome of the project. Sharing several copies of the creative summary anthologies and self-learning module

Plan to incorporate showcase into ongoing processes

February 20, 2008

Project update Geriatric Rehabilitation Council

8 Share information on status and outline ongoing involvement with the initiative

Commitment to stay linked into and supportive of the project.

February 21, 2008

Project profile and engagement of volunteers

New volunteers at SCO Health Service

12 Engage volunteers as team members and facilitators of learning, share modules and creative summaries

Ongoing sessions with volunteers to engage them in the team and learning process.

February 28, 2008


Staff and learners at St V





# Participants


March 20, 2008

Exploring how HSPNet could support Interprofessional placements at SCO Health Service

Placement coordinators and IT at SCO health Service

15 Increased interest in continuing to use HSPNet and expand its use through piloting its use to support IP placements

Engage existing groups to explore the proposal for SCO Health Service as an IP pilot in Eastern Ontario.

March 28, 2008


Students at Algonquin College



April 9, 2008


Students interested and involved in the Health Sciences Community Organization; Champlain Chapter of NAHSSA



April 9, 2008

Developing and sustaining Interprofesisonal placements at SCO health Service

Leaders at SCO health Service and faculty involved with placements at SCO health Service

15 Commitment to next steps in sustaining ongoing interprofessional placement mechanisms including the self-learning module

April 9, 2008


Faculty/students and public interested in Applied Research and Technology at

Large number of booths on display with a wide variety of

Increased awareness of IP Education—our modules were ‘applied research’ in that they were

We have been invited back next year



# Participants


Algonquin College-in partnership with OCRI, and sponsored by OCE

products -many visitors

uniquely used in the clinical setting and technologically have potential to reach large audiences through the development of on-line learning modules

April 11, 2008


Faculty and students involved with the Champlain Academic Health Council



May 22, 2008

Project Update Steering Committee and SCO senior management

N/A Newsletter sent No feedback received

May 29, 2008

Presentation of Self-Learning Modules to E-Learning Personnel at University of Ottawa

Faculty and students involved in Health Science Programs

8 E-learning Centre will adapt the modules to an on-line learning module with the possibility of making them interactive

E-learning Centre staff plan to do a draft plan over the summer and early fall of 2008.

June 12, 2008

Adaptation of the palliative care Self-Learning Module

BScN course at Algonquin College

2 Discussion regarding how to adapt the modules for use by the students in their course (s)

Another meeting will be held in Aug. 2008 to plan specific details and liaise with palliative care preceptors


Self-Learning Module for Palliative Care Facilitators Guide Creative Summary Anthology

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