OP04 How does learning together in an interprofessional clinical skills area impact on student nurses’ learning experiences?

Abstract

Aim: To investigate how learning together in an interprofessional clinical skills area impacts upon student nurses’ learning experience. Objectives: To assess the potential gains of IP working, particularly focusing upon the student nurses’ learning experiences. Summary of work undertaken: Background: Evidence considering the use of interprofessional education (IPE) and simulation has been recently investigated; within the health care industry utilising alternative strategies such as human factors and non-technical skills training to improve safer systems of work.1 2However, evidence is required to understand what type of simulation is most effective and what educational content or clinical skill competency is best learnt in an IP setting.3 Methodology: An evaluative study was undertaken over eight-month period from September 2016–2017. Participants included BSc, MNurSci and Graduate Entry Nursing students registered on a pre-registration course at one Higher Education Institute. Within these nursing curriculums, the majority of skill session, were facilitated in Uniprofessional (UP) groups, e.g. resuscitation, vital signs and A-E assessment. These skills sessions included a facet of simulation as a teaching methodology. The learning experience of students partaking in an UP or an interprofessional (IP) clinical skills session were compared. A five point, fully labelled Likert questionnaire was developed. Demographic data was collected alongside questions on the learning experience, including understanding, usefulness, attitudes towards IPE, educational outcomes and the learning environment. Answers ranged from strongly agree to strongly disagree. There was also an opportunity for additional qualitative free text comments. The IP sessions involved medical and nursing students and data was extrapolated from pre-arranged IP clinical skill sessions, mainly organised and run by the health care provider. A total of n = 265 questionnaires were collected. Comparisons were made not only between students in the UP and IP groups but also within the groups to consider the stage of training, experience, acuity of the skills session and branch of nursing studied (Adult/Child/Mental Health/Learning Disabilities). Impact on practice: The results indicated high satisfaction in both IP and UP groups across all Likert statements. Students in the IP group positively evaluated the experience in terms of team working, learning from and with each other and role identification. UP qualitative comments from third-year students suggested they would like more IPE opportunities for the purposes of collaborative working. The value of IP collaboration did not appear to be as evident to first-year students until they had taken part in an IPE experience. Material was slightly less well received in the IP groups, compared to the material presented in the UP group. Results indicated that outcomes should be written specifically to branch requirements and the simulation methodology impacted upon the learning experience. The influence of content/acuity, student to staff ratios and simulation methodology was evident and requires further research. Analysis between cohorts and branches were revealing with the timing of IPE being of particular note. This study adds to the body of evidence, with recommendation for educators designing Nursing Curricular involving IP Simulation to learn clinical skills. References Greif R, Lockey AS, Conaghan P, Lippert A, De Vries W, Monsieurs K. (2015). European resuscitation council guidelines for resuscitation 2015 section 10. Available at: https://ercguidelines.elsevierresource.com/european-resuscitation-council-guidelines-resuscitation-2015-section-10-education-and-implementation’ Accessed: 11 June 2019. Palaganas J, Epps C, Raemer DB. A history of simulation-enhanced interprofessional education. Journal of Interprofessional Care 2014;28(2):110–115. Reeves S, van Shaik S. Simulation: A Panacea for interprofessional Learning? Journal of Interprofessional Care 2012;26(3):167–169.