Implementing interprofessional education in an acute hospital setting – the benefits and challenges

Background: The setting for this practice piece is a Model 4 Irish hospital that provides quality teaching and training to students from a variety of disciplines. Interprofessional Education (IPE) occurs when two or more... [ view full abstract ]

Background: The setting for this practice piece is a Model 4 Irish hospital that provides quality teaching and training to students from a variety of disciplines. Interprofessional Education (IPE) occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of practice, (Hallin et al, 2009). IPE has been facilitated historically using traditional methods like shadowing but this poster presentation reflects on the development, implementation and evaluation of a student IPE programme in 2013.


Educational approach(es):
Case-based learning (Cahill et al, 2013) and Problem Based Learning (PBL) were utilised as they provide a strong foundation for enhanced learning. Skilled facilitation of the sessions with a strong emphasis on interaction and student led activities were emphasised. Three sessions were held with 7 students (OT, PT and Social Work) over a three week period. The sessions addressed role clarification; understanding of team functioning; conflict resolution and inter-professional communication skills in line with CAIPE guidelines.

Evaluation:
A survey (100 % response rate) included the following comment which illustrates the students learning:
“Good opportunity to work with students from other professions, making each profession more aware of the work of the other professions. ......to understand the importance of working together to promote patients recovery but in a more efficient system”.

Application: Although not novel in design, the acute setting has unique challenges in implementing IPE, hence there is value in sharing learning from this practice initiative. This poster outlines the benefits and challenges.