Readiness For Interprofessional Learning Research Articles

The Effect of Interprofessional Education on Student Readiness for Collaborative Practice.

Health care reform promotes interprofessional patient-centric health care models associated with improved population health outcomes. Interprofessional education (IPE) programs are necessary to cultivate collaborative care, yet little evidence exists to support IPE pedagogy within nursing and other health science academia. This quasiexperimental study examined differences in pre- and posttest Readiness for Interprofessional Learning Scale (RIPLS) scores following an IPE intervention. The IPE intervention consisted of a video presentation and a debriefing session after a simulated interprofessional collaborative patient care conference that introduced baccalaureate nursing and health science students to the roles and responsibilities of clinicians in team-based primary care. Pre- and postintervention RIPLS scores were analyzed. Pre- and postintervention RIPLS scores increased across all subscales, with distinct variation between nursing and health science student subscales. This IPE intervention had positive effects on students' readiness for interprofessional learning. Additional research is warranted to support health science pedagogy. [J Nurs Educ. 2024;63(5):304-311.].

Readiness for Inter-Professional Learning among Undergraduate Allied Health Science Students in Hayatabad Peshawar

Background: Inter-professional learning (IPL) is increasingly recognized as a vital component of healthcare education, fostering collaboration, enhancing teamwork skills, and preparing students for a patient-centered healthcare system. Despite its growing importance, the readiness and attitudes towards IPL among healthcare students vary across disciplines and regions, necessitating detailed exploration. Objective: This study aimed to assess the attitudes towards and readiness for IPL among undergraduate allied health science students at Khyber Medical University, Peshawar, and to explore the implications of these attitudes for healthcare education and practice. Methods: A cross-sectional survey was conducted over six months, utilizing convenience sampling to recruit 376 undergraduate students from the departments of Physical Therapy, Occupational Therapy, Speech and Language Pathology, and Nursing. The Readiness for Inter-professional Learning Scale (RIPLS) questionnaire was distributed through WhatsApp, Twitter, and email, covering aspects such as teamwork and collaboration, professional identity, and roles and responsibilities. Data were analyzed using SPSS version 25 to calculate means, standard deviations, and to conduct Independent t-tests. Results: The study found that a significant majority of students (72.1%) expressed strong agreement with the importance of IPL in their curriculum. The mean scores for the RIPLS sub-scales were: Teamwork and Collaboration (13.76 ± 2.609), Negative Professional Identity (10.57 ± 1.972), Positive Professional Identity (6.40 ± 1.359), and Role and Responsibility (7.50 ± 1.267). Independent t-tests revealed significant gender differences in attitudes towards teamwork and collaboration (Male: 13.42 ± 2.017, Female: 14.07 ± 3.034, p=0.015) and roles and responsibility (Male: 7.3187 ± 1.16940, Female: 7.6701 ± 1.33290, p=0.007), but not in professional identities. Conclusion: The study underscores a generally positive attitude towards IPL among healthcare students, with notable readiness for teamwork and understanding of roles and responsibilities. These findings highlight the necessity of integrating IPL into healthcare education curricula to enhance collaborative skills and prepare students for the complexities of modern healthcare delivery.

Relationship between readiness for interprofessional learning and academic self-efficacy among nursing students: a cross-sectional study

BackgroundModern medicine emphasizes that medical professionals engage in interprofessional collaboration to better meet the diverse needs of patients from physical, psychological, and social perspectives. As nursing students are the future reserve of the clinical nursing workforce, nursing educators worldwide should pay close attention to nursing students’ interprofessional learning attitudes and take responsibility for training qualified interprofessional nursing personnel. However, little is known about the relationship between nursing students' readiness for interprofessional learning and academic self-efficacy. Thus, this study aims to investigate the level of readiness for interprofessional learning and academic self-efficacy among nursing students, and to explore the relationship between the two.MethodsA cross-sectional survey was conducted with a sample of 741 undergraduate nursing students pursuing four-year degrees from a school in Jinan, Shandong Province, China from November to December 2021. The social-demographic questionnaire, Readiness for Interprofessional Learning Scale, and Academic Self-efficacy Scale were used for data collection. Descriptive statistics used to analyze the data included: Cronbach's alpha, t-test, one-way ANOVA, Pearson’s correlation, and multiple linear regression analysis.ResultsReadiness for interprofessional learning mean score was (3.91 ± 0.44) and mean academic self-efficacy was (3.47 ± 0.42). Significant differences were found in the research variables according to participants’ sex, grade, choice of nursing profession, and frequency of communication with health-related major students in studies (p < 0.05, p < 0.001). Pearson correlation analysis showed that academic self-efficacy was positively related to readiness for interprofessional learning (r = 0.316, p < 0.01). The hierarchical regression analysis showed that academic self-efficacy was positively related to readiness for interprofessional learning (β = 0.307, p < 0.001), The model explained 15.6% of the variance in readiness for interprofessional learning (F = 18.038, p < 0.001).ConclusionsReadiness for interprofessional learning and academic self-efficacy were in the middle level among nursing students. Moreover, there was a significant positive correlation between the two. Therefore, it is very important for nursing educators to improve nursing students’ academic self-efficacy before improving their readiness for interprofessional learning.

Measuring Veterinarian Professions' Readiness for Interprofessional Learning in a Pre- and Post-Intervention Study.

The integration of interprofessional collaboration is becoming increasingly crucial in veterinary care settings, emphasising the need for interprofessional education (IPE) in veterinary programmes. This study explores the readiness for interprofessional learning among German veterinary students, apprentices and related occupations before and after an interprofessional communication course. It assesses the impact of this course on the participants' attitudes using the Readiness for Interprofessional Learning Scale (RIPLS). The course, offered in two iterations, combined asynchronous online modules, live seminars and practical training elements. The RIPLS was administered before and after the course to gauge attitude shifts towards interprofessional learning. Statistical analyses, including McNemar, Cohen's Kappa and exact Fisher tests, were employed to compare pre- and post-test responses. Despite challenges in participant linking, significant findings emerged between the student and apprentice groups in specific areas of the RIPLS, notably in the "Professional Identity" subscale post-course. However, correlations between face-to-face contact and RIPLS ratings were not observed, suggesting a need for more integrated interprofessional learning experiences. While some limitations in sample size and profession distribution hinder generalisability, this study indicates a high receptiveness to interprofessional learning in veterinary education, emphasising the potential for attitude changes with more interactive participation and programme adjustments.

Comparison of students' readiness from six health education programs for interprofessional learning in Vietnam: a cross-sectional study

BackgroundInterprofessional education (IPE) is expected to help prepare undergraduate health profession students to collaborate with other healthcare professionals in realising quality of care. Studies stress the necessity of students’ readiness for interprofessional learning (IPL) in view of designing IPE programs. The present study aims to determine students' IPL-readiness and looks at related differences in students enrolled in different programs and at different phases in their educational program.MethodsA cross-sectional survey study was set up among 1139 students from six health programs at HueUMP, using the Readiness for Interprofessional Learning Scale (RIPLS). Statistical analysis was performed using Kruskal–Wallis H and Mann–Whitney U tests.ResultsThe overall mean RIPLS score was 68.89. RIPLS scores significantly differed between programs and between phases in the educational programs. Medical students presented a lower readiness level for IPL than students from other programs. In contrast to a significant increase in RIPLS scores of students in the clinical phase in Vietnamese traditional medicine, medicine, and pharmacy, a decrease in RIPLS scores was observed in students in the clinical phase in odonto-stomatology.ConclusionsThe differences could be related to differences in educational programs and the study phases in a particular program. These results offer insights to direct the design and implementation of IPE in health education curricula and especially underscore the need to provide IPE throughout the curriculum.

Interprofessional Education Opportunities and Challenges for Public Health Students

Interprofessional education (IPE) in communities is often underrepresented in IPE initiatives, while, in practice, the need for collaboration is high enough. Interprofessional collaborative practice is challenging, especially for public health workers because some health professional education is unprofessional. Therefore, this brief review aims to comprehensively discuss the opportunities and challenges of public health students to perform interprofessional education. Study Review and data collection had been carried out within 2015-2020. Based on our review, IPE has a positive impact on students. Many students showed positive attitudes after participating in the Interprofessional Education session. Additionally, IPE is applicable for identifying benefits, challenges, and areas for modification when implementing and developing competencies. Managing interprofessional work team training is a major challenge. The approach to overcome these challenges can be realized by public health students by applying the basic skills and soft skills of public health workers, including a graphical model of public health. The model has four main tools, and particularly in the behavioral and social sciences, and health administration and policy will be a force to overcome the barriers to implementing IPE in the community. The results of the evaluation provide insight into the experiences of students, staff, facilitators, and their self-perception of competency development. Public health students perceive positively and believe that IPE can improve communication skills, collaboration, self-efficacy, readiness for interprofessional learning, and appreciation of professional roles. However, there is still a need for training modifications and expanding student roles that can improve understanding of primary health concepts and appreciation of interprofessional collaboration. This will increase students' potential to become effective healthcare providers.

Towards a global partnership model in interprofessional education for cross-sector problem-solving

ObjectivesA partnership model in interprofessional education (IPE) is important in promoting a sense of global citizenship while preparing students for cross-sector problem-solving. However, the literature remains scant in providing useful guidance for the development of an IPE programme co-implemented by external partners. In this pioneering study, we describe the processes of forging global partnerships in co-implementing IPE and evaluate the programme in light of the preliminary data available.MethodsThis study is generally quantitative. We collected data from a total of 747 health and social care students from four higher education institutions. We utilized a descriptive narrative format and a quantitative design to present our experiences of running IPE with external partners and performed independent t-tests and analysis of variance to examine pretest and posttest mean differences in students’ data.ResultsWe identified factors in establishing a cross-institutional IPE programme. These factors include complementarity of expertise, mutual benefits, internet connectivity, interactivity of design, and time difference. We found significant pretest–posttest differences in students’ readiness for interprofessional learning (teamwork and collaboration, positive professional identity, roles, and responsibilities). We also found a significant decrease in students’ social interaction anxiety after the IPE simulation.ConclusionsThe narrative of our experiences described in this manuscript could be considered by higher education institutions seeking to forge meaningful external partnerships in their effort to establish interprofessional global health education.

Nursing students' interprofessional socialisation and readiness for interprofessional learning: A cross-sectional research study

BackgroundInterprofessional education programs in university settings have facilitated the development of student attributes needed to become a team-player, understand roles and responsibilities of other health disciplines, and acquire knowledge to deliver patient-centred care. Although the benefits of interprofessional education are widely acknowledged, there is limited research on interprofessional socialisation within university contexts. ObjectivesTo examine readiness of undergraduate nursing students for interprofessional learning and interprofessional socialisation. DesignA cross-sectional design was used to examine the correlation between interprofessional learning and socialisation, and group differences between mode of study, year level, and prior healthcare experience. SettingA large Australian regional university, across two campuses. ParticipantsA total of 103 undergraduate nursing students across year levels, including 58 enrolled on-campus, and 45 studying externally. MethodStudents completed an online survey using the Readiness for Interprofessional Learning Scale and the Interprofessional Socialisation and Valuing Scale. Data analyses included independent t-tests, and a one-way between subjects ANOVA. ResultsNo significant differences in student readiness for interprofessional learning or interprofessional socialisation were found between on-campus and external modes of study and between healthcare experience and no prior healthcare experience. Participants with previous healthcare experience had significantly higher scores for interprofessional socialisation than those with no previous healthcare experience. ConclusionsReadiness for interprofessional learning and interprofessional socialisation and were not impacted by the students' mode of study; however, previous experience in the healthcare industry and duration of study significantly improved interprofessional socialisation skills. As nursing students advance through their study, they may experience interprofessional education opportunities that influence their perceived socialisation skills.

Relationship between Professional Identity Formation and Nursing Students' Readiness for Inter-professional Learning and Collaboration in Health Care

Relationship between Professional Identity Formation and Nursing Students' Readiness for Inter-professional Learning and Collaboration in Health Care

The effect of continuing interprofessional education on improving learners’ self-efficacy and attitude toward interprofessional learning and collaboration

ABSTRACT We aimed to assess the effect of continuing interprofessional education on collaborative self-efficacy, attitude toward the team, and interprofessional learning in workplace-based learning situations. This was a quasi-experimental study conducted in two educational hospitals. Two hundred and ten participants including nursing and medicine from general medicine, internal medicine, and emergency medicine, entered the study and were categorized in the census’s intervention group (n = 97) and control group (n = 113). Continuing interprofessional education interventions included interprofessional rounds and workshops. Attitudes toward the team and interprofessional learning and collaborative self-efficacy were assessed using the Readiness for Interprofessional Learning, Attitudes Toward Health Care Teams, and Interprofessional Collaborator Assessment. Participants’ attitude toward the team (p-value <.001), attitude toward interprofessional learning (p-value <.001), and interprofessional collaborative self-efficacy (p-value <.001) were significantly improved compared to participants’ scores in the control group. Integrating the principles of continuing education, interprofessional education, and workplace-based learning provided an effective learning situation through interactive relationships and active collaboration of participants. The findings revealed a significant educational effect of the intervention on attitude toward interprofessional learning and the team, and a small effect on self-efficacy of interprofessional collaboration.

Effect of introducing interprofessional education concepts on students of various healthcare disciplines: a pre-post study in the United Arab Emirates

BackgroundThe value of interprofessional education (IPE) in nurturing healthcare professionals, and in shaping their professional identities, and their attitudes towards interdisciplinary teamwork and collaboration is established in the literature. IPE is an emerging concept in the Middle East and North Africa (MENA) region and is new to the United Arab Emirates (UAE). To date, the applicability and feasibility of IPE and of the corresponding collaborative practice in MENA countries remain largely unexamined.PurposeTo investigate the effect of one of the first experiences of IPE in the UAE, which was purposefully designed in alignment with the principles of the Situated Learning Theory (SLT), on the readiness for interprofessional learning and collaboration among students of various healthcare disciplines in the UAE.MethodsA pre-post intervention quantitative research design was adopted for this study. The intervention focused on communication skills, and consisted of 2 tailor-made case-based scenarios. A total of 90 students (40 medical, 16 nursing, 16 pharmacy, and 18 physiotherapy), spread across two sessions (1 session per academic year across 2 academic years), took part in the IPE intervention. Readiness for Interprofessional Learning Scale (RIPLS) was used as the pre- and post- intervention assessments; aggregate data was analyzed using SPSS.ResultsOf those who participated in the intervention (across both rounds), 77 participants responded to the pre-assessment (85. 6%) and 84 responded to the post-assessment (93. 3%). The IPE intervention under investigation significantly increased the level of readiness to engage in cross-disciplinary learning and collaboration among participating health professions’ students. In terms of the subscales, the participants’ openness to engage in teamwork was raised and their professional identity was fostered. Yet, no statistical significance around clarity of roles and responsibilities was detected.ConclusionThe findings of this study encourage other universities in the MENA region to adopt IPE to improve future health professionals’ capacity to develop shared understanding and mutual respect within cross-disciplinary teams. This, ultimately, feeds into improved quality of care and patient outcomes.

Does Interprofessional Scenario-Based Simulation Training Change Attitudes Towards Interprofessional Learning - A Pretest-Posttest Study.

PurposeTo investigate readiness for interprofessional learning (IPL) among Norwegian health-care students at bachelor-, postgraduate- and master’s level, before and after participating in a one-day scenario-based simulation-training course.Participants and MethodsA pretest-posttest study using readiness for interprofessional learning scale (RIPLS) was conducted with bachelor nursing students (n = 123, 4th semester), postgraduate nursing students from anesthesia, operating theatre and intensive care (n = 61, 1st semester) and medical students (n = 78, 10th semester).ResultsBachelor nursing students and postgraduate nursing students scored significantly higher in the posttest on all four subscales and on the total scale. Between professions, medical students scored significantly higher on subscale 1 (teamwork and collaboration) and subscale 3 (positive professional identity) and significantly lower on subscale 4 (roles and responsibilities) in the pretest. In the posttest bachelor nursing students scored significantly higher on subscale 2 (negative professional identity) and medical students scored significantly lower on subscale 4. The internal consistency for RIPLS was acceptable, except for subscale 4.ConclusionThe study indicates readiness for IPL in our sample of Norwegian health-care students. RIPLS had the ability to measure significant changes in attitudes both within each profession and between professions.

MEASURING HEALTH STUDENTS' ATTITUDES, PERCEPTIONS AND READINESS FOR INTERPROFESSIONAL LEARNING: RELIABILITY, VALIDITY AND PSYCHOMETRIC PROPERTIES OF THREE SCALES ADAPTED INTO PORTUGUESE.

Background and Purpose: To adapt, validate and assess the psychometric properties of the Readiness for Interprofessional Learning Scale (RIPLS-19 items), Interdisciplinary Education Perception Scale (IEPS-18 items) and Team Skills Scale (TSS-17 items) in 484 undergraduate students. Methods: Transcultural adaptation of the scales was performed. Internal consistency, test-retest reliability, factor analysis, and convergent and discriminant validity were determined. Results: The instruments showed good internal consistency and test-retest reliability for total score. However, factor analyses revealed differences in the subscales compared to the original validations. The RIPLS detected more differences, discriminating gender, race, course semester and course enrolled. The TSS and IEPS detected differences in age and course enrolled. Conclusions: These scales appear to have satisfactory psychometric properties and could be used in both research and education. The subscales, however, should be interpreted with caution.

POP Care: An interprofessional team-based healthcare model for providing well care to homebound older adults and their pets

A novel interprofessional clinical experience, entitled POP (Pet Owner and Pet) Care, was offered to students from the Colleges of Nursing, Veterinary Medicine, and Social Work at a large Midwest university. The objectives of the clinical experience were to (1) provide students with an opportunity to improve their readiness for interprofessional learning and beliefs about EBP; (2) deliver integrated physical and mental health care to homebound older adults and assess their outcomes; and (3) concurrently provide wellness care to the pets living with homebound older adults and assess their outcomes. Nurse practitioner (NP) faculty led the POP Care clinical rotation teams of NP, veterinary, and social work students in providing home healthcare to homebound adults and their pets. Students were provided with four learning modules prior to starting patient visits. The success of the clinical experience was evaluated via a pre- and post-survey that assessed EBP beliefs and readiness for interprofessional learning. The post-survey also included program satisfaction questions. Health outcomes were measured for the patient and their pets. Patients also answered open-ended program satisfaction questions over the phone. Results indicated that POP Care improved beliefs in EBP and readiness for interprofessional learning, enhanced interprofessional team-based care, and had a positive impact on patient and pet health and well-being.

The Effect of a Geriatric Simulation-enhanced Interprofessional Education on Health Profession Students

BackgroundAlzheimer's disease is the most common form of dementia, making it urgent to prepare health providers in interprofessional teams to care for those affected. MethodsAn unfolding geriatric simulation-enhanced interprofessional education program was designed using an ACE.S case and breakout activities for an interprofessional group of nursing, social work, speech therapy and nutrition students. ResultsPre post education measures revealed a decrease in perceived challenges for interprofessional collaboration, with no change in readiness for interprofessional learning. Satisfaction with the education design was rated positively, and individual education components were rated as valuable. ConclusionsThis study offers educators an effective example of an unfolding active interprofessional geriatric education related to Alzheimer's care.

Does collective efficacy drive readiness for interprofessional learning? Evidence from a large-scale interprofessional education program in Hong Kong

ABSTRACT Interprofessional education has been widely integrated into health education curricula to enable students to work comfortably as members of a healthcare team. However, not much is known about the psychosocial mechanism that defines students’ readiness for interprofessional learning. Drawing from social cognitive theory, we examined the pathway where collective efficacy was construed to influence subsequent students’ satisfaction with team experiences, readiness for interprofessional learning, and attainment of interprofessional learning outcomes. Through path analysis, we examined data from 1,005 health and social care students who participated in a large-scale interprofessional education in Hong Kong. Results indicated that collective efficacy directly and indirectly predicted students’ readiness for interprofessional learning and perception of attainment of IPE learning outcomes. Theoretical and practical implications of findings in the management of interprofessional education are discussed.

Perspectives of Healthcare Professionals Toward Interprofessional Collaboration in Primary Care Settings in a Middle Eastern Country.

BackgroundPrimary healthcare (PHC) setting is regarded as a central pillar to the healthcare system as it tends to be the first point of contact for patients. Interprofessional collaboration between healthcare professionals (HCP) in PHC settings remains unexplored in the Middle East.AimThe objective of this study was to explore the perspectives of HCP in PHC centers towards interprofessional collaboration and to identify the facilitators and the barriers to collaborative practice.MethodsA cross-sectional, web- and paper-based survey involving HCP in PHC centers was conducted in Qatar. Descriptive statistics as well as Student’s t-test and One Way ANOVA test were performed to determine statistical differences in Readiness for Interprofessional Learning (RIPLs) scores between demographic groups.ResultsOverall, 1415 participants out of a potential 2500 HCP practicing in Qatar completed the survey (response rate, 56.6%). HCP generally indicated a positive attitude and readiness towards interprofessional collaboration. Furthermore, physicians had slightly more positive readiness towards understanding their professional identity than other healthcare professionals. Participants with previous interprofessional collaboration or interprofessional education experiences exhibited greater, but non-significant positive attitudes toward interprofessional collaboration compared to those without previous experiences. Identified barriers and facilitators included are conceptual rather than structural. Facilitating factors included HCP readiness and perceived benefit of interprofessional collaboration effectiveness in the work setting, increased professional satisfaction, respect between healthcare professions, appreciation of others’ contribution, leadership, and institutional support. Top perceived barriers included leadership and support, time commitment, and resources constraints.ConclusionHCP in PHC settings have demonstrated the willingness and readiness to engage in interprofessional collaboration. Recent reforms within the PHC setting consist of promoting interprofessional teams and collaborative culture. However, it is imperative to provide training and education to foster and support interprofessional collaborative practices.

Fostering Undergraduate Medicine, Nursing, and Pharmacy Students' Readiness for Interprofessional Learning Using High Fidelity Simulation.

BackgroundInterprofessional education is directly linked to high-quality patient care, however, it remains unclear whether senior undergraduate medicine, nursing, and pharmacy students are ready for interprofessional education using high fidelity human patient simulators.PurposeThe purpose of this study was to explore student’s readiness for interprofessional learning and determine whether participation in high fidelity interprofessional education resulted in higher levels of readiness for interprofessional learning.MethodsAn interventional program starting with a pre-test before the program and a post-test after the program ends were designed with 24 students. The students were assigned to seven interprofessional teams. Each team participated in a high fidelity interprofessional education module designed to teach the clinical management of an adult patient experiencing acute anaphylaxis. The Readiness for Interprofessional Learning Scale (RIPLS) was used as the pre and post-test instrument.ResultsPrior to participation, students reported a high level of readiness for interprofessional learning, but that readiness significantly improved after participation, including more positive attitudes towards teamwork, enhanced communication skills, and improved respect and trust for team members.ConclusionsThe findings from this study show a higher level of readiness for high fidelity interprofessional learning using human patient simulators among senior undergraduate medicine, nursing, and pharmacy students. These findings support the integration of high fidelity interprofessional education into undergraduate medicine, nursing, and pharmacy undergraduate education programs.

Interprofessional education in a community-based setting: An opportunity for interprofessional learning and collaboration.

BACKGROUND:An interprofessional community-based education provides proper situations that learners can be prepared to play their professional responsibilities and team duties in the community. This study aims to assess the effect of interprofessional community-based education on attitudes and performances of learners toward interprofessional collaboration and their readiness for interprofessional learning.MATERIALS AND METHODS:The study is a quasi-experimental design. The learners in six different disciplines, including medicine, pharmacy, nursing, midwifery, public health, and nutrition (n=122) at Shahid Sadoughi University of Medical Sciences were participated in the present study. in the present study, interprofessional education intervention was conducted in two steps. First, the interprofessional learning situation brought learners the familiarity with the concepts of interprofessional collaboration, teamwork, and educational medical content, such as backache, fatty liver, diabetes, and HIV. Second, learners from different disciplines participated in interprofessional teams in community settings. These learners taught people about health-related topics, such as backache, fatty liver, and HIV. Participants filled out the questionnaires before and after interventions. Data were analyzed by Student's t-test and one-way ANOVA in SPSS 16.0 software (SPSS, Inc., Chicago, IL, USA).RESULTS:The present results showed that the scores of learners in readiness for interprofessional learning 3.82 (0.35) versus 4.60 (0.29) (P = 0.001) (P = 0.0001), attitudes to interprofessional teamwork 3.83 (0.40) versus 4.18 (0.30) (P = 0.0001) (P = 0.0001), interprofessional collaboration 7.46 (0.70) versus 8.35 (0.43) (P = 0.001) improved significantly before and after the educational interventions.CONCLUSION:The present results showed that interprofessional community-based education has improved the readiness of the learners for interprofessional learning. Besides, attitude toward teamwork and interprofessional collaboration performance have also been improved from participants' viewpoints.

Evaluating an interprofessional workshop on persistent pain: The role of Adult Learning and Social Identity theories

Interprofessional learning (IPL) is vital for developing work-ready health graduates and enhancing outcomes of people living with persistent pain. Our aim was to pilot an authentic IPL workshop on persistent pain in an Exercise Physiology Clinic. We also sought to explore the application of Adult Learning and Social Identity theories in understanding learning outcomes. Thirty students from five health disciplines participated in a half-day workshop on IPL and persistent pain, facilitated by multidisciplinary staff. Workshop activities included authentic, simulated case studies and problem-based learning. A mixed-methods, pre-post survey showed significant increases in students’ confidence in understanding their own and others’ discipline roles in managing persistent pain (p < 0.001), readiness for IPL (p = 0.046) and self-efficacy (p < 0.001). These increases were supported by qualitative outcomes, which were mapped onto Adult Learning and Social Identity theory. A preliminary conceptual framework was developed incorporating proposed learning mechanisms This innovative workshop, delivered through an Exercise Physiology clinic, formed an effective learning environment, increasing understanding of discipline roles generally and in the pain context. It led to a preliminary conceptual framework to understand learning processes underpinned by theory. There is potential for application of this IPL approach for other chronic conditions. Persistent (or chronic) pain, is defined as pain experienced every day for three months or more in the previous six-month period and affects at least one in five Australians (Access Economics, 2007). Persistent pain is associated with ageing, lower socio-economic status, less employment participation and poorer health status (Blyth et al., 2001). In 2018 in Australia, the overall cost of persistent pain was estimated to be $139.3 billion and the nation’s third most costly health problem (Pain Australia, 2020). In Tasmania, an island state of Australia with a population of just over half a million people, the persistent pain problem is compounded by an ageing population, increased prevalence of chronic disease, higher lifestyle risk factors, lower educational attainment and workforce participation and higher poverty rates relative to the rest of Australia (Department of Health and Human Services [DHHS], 2018). Although recommendations that persistent pain be assessed and managed with a multimodal, multidisciplinary approach are widely accepted (Gatchel et al., 2007), less than 10% of the Australian pain population accesses multidisciplinary care due to geographical challenges and service availability and access (Pain Australia, 2020). Tasmania, characterised by higher geographical dispersion across rural and remote areas is no exception, with access worsening with remoteness (DHHS, 2018). As the Tasmanian (and Australian) population ages, the need for a skilled health workforce to manage the growing and increasingly complex demands for persistent pain presentations will increase. This need has prompted calls for the development and enhancement of multidisciplinary undergraduate education programs (National Drug and Alcohol Research Centre, 2012; Pain Australia, 2011).