Learning and working on an interprofessional training ward in neonatology improves interprofessional competencies

Abstract

Introduction: Interprofessional education (IPE) is essential for healthcare professionals to prepare them for future interprofessional collaboration (IPC). Interprofessional training wards (ITWs) have been set up for IPE and results have been published. There are no published studies on ITWs in neonatology. We have designed and established the Interprofessional Training Ward in Neonatology (IPANEO) for nursing trainees (NT) and medical students (MS) in a neonatological intermediate care (IMC) ward. We report on the concept and the results with regard to the interprofessional competencies of the participants, including parent satisfaction.

Methods: Supervision by medical and nursing learning facilitators, 2week blocks each with 2 NT (n = 30) and 2 MS (n = 23) in their final year, ward-in-ward concept, 3 patients cared for. Evaluation of the participants (pre/post) with the Interprofessional Socialisation and Valuing Scale (ISVS), the Interprofessional Collaboration Scale (ICS) with questions on IP communication, accommodation and isolation as well as with an IPANEO-specific evaluation (IPQ), an external evaluation with the "Observational Questionnaire for Learning Facilitators" (OQLF) and a "Questionnaire on Parent Satisfaction" (PSQ) (n = 33).

Results: IPANEO participants showed significant increases in competencies in IP communication, accomodation and isolation (ICS), a better IP-collaboration and a higher role definition (IPANEO specific questionnaire). The ISVS 9A/B global scores increased. According to the self-assessment there were significant improvements in the external evaluation in all IP-categories (OQLF). The feedback from the parents was significantly positive (PSQ).

Conclusion: Interprofessional learning and working on IPANEO had a positive impact on interprofessional competencies with high parent satisfaction.

Keywords: interprofessional competencies; interprofessional learning; interprofessional practice; interprofessional training ward; interprofessionality in neonatology.

Figure 1

IPANEO- the concept (35). The two-week rotation is flanked by an introduction session and an end-of-rotation reflection. Pre- and post-evaluations include the ICS, the ISVS 9A/B, the OQLF, the IPQ and the PSQ. T1: ICS, Interprofessional collaboration scale, ISVS, Interprofessional collaboration and valuing scale. Week 1/2: OQLF, Observational questionnaire for learning facilitators. T2: IPQ, IPANEO specific questionnaire, PSQ, Parent specific questionnaire.

Figure 2

Significant changes in the ISVS 9A/B global scores. Scale from 0 to 6 on a Likert scale. Higher numbers indicate an increase in competencies. Pre =T1, post = T2. ISVS 9A/B-All, MS, NT, p < 0.001, n=459. ISVS 9A/B: Interprofessional Socialisation and Valuing Scale, 9- Item Equivalent versions. MS: edited by MS, NT: edited by NT.

Figure 3

Awareness of nursing in a team. Significant changes in the ISVS 9A-MS 6 score in medical students. Scale from 0 to 6 on a Likert scale. Higher numbers indicate a significantly higher awareness of nursing in a team. Pre = T1, post = T2, p < 0.0001, n= 198. ISVS 9A: Interprofessional Socialisation and Valuing Scale, 9-Item Equivalent version. MS: edited by MS.

Figure 4

Shift in the role image of nursing care. Significant change in the ICS-NT 12 score in nursing trainees. Scale from 1 to 4 on a Likert Scale. Lower numbers indicate a higher role image (compared to physicians). Pre = T1, post = T2, p < 0.0001, n = 150. ICS-NT: Interprofessional collaboration scale, NT: edited by NT.