Katherine Pollard

Online interprofessional learning: The student experience

Health and social care students in a faculty in the United Kingdom learn together in an interprofessional module through online discussion boards. The module assessment encourages engagement with technology and with group members through peer review. An evaluation of student experience of the module gathered data from 48 students participating in 10 online groups. Analysis of contributions to discussion boards, and transcripts of interviews with 20 students revealed differing levels of participation between individuals and groups. Many students were apprehensive about the technology and there were different views about the advantages and disadvantages of online learning. Students interacted in a supportive manner. Group leadership was seen as associated with maintaining motivation to complete work on time. Students reported benefiting from the peer review process but were uncomfortable with critiquing each others work. Sensitivity about group process may have inhibited the level of critical debate. Nevertheless the module brought together students from different professions and different sites. Examples of sharing professional knowledge demonstrated successful interprofessional collaboration online.

Facilitating interprofessional enquiry-based learning: Dilemmas and strategies

In 2000 the Faculty of Health and Social Care at the University of the West of England (UWE) introduced a pre-qualifying interprofessional curriculum for ten disciplines: adult nursing, children’s nursing, diagnostic imaging, learning disabilities, midwifery, mental health nursing, occupational therapy, physiotherapy, radiography and social work. The curriculum involved students from these disciplines working together in mixed professional groups of approximately twelve students, to undertake interprofessional modules (IPM), one in each year of study. In the first and second year these groups learn together face-toface; in the third year they learn together online. The pedagogical approach is based on Enquiry Based Learning (EBL) and groups are facilitated by staff from across the faculty. This report summarizes the challenges for group facilitators, drawing on data from case studies of 15 groups learning together face-to-face. Qualitative data was drawn from 28 observations of group interaction, 15 focus groups and 33 student and 14 facilitator interviews. The study of facilitation is part of a larger study (Miers et al., 2005) of student and staff experiences of interprofessional groups. The six key findings were:

Using the Plan-Do-Study-Act model: Pacesetters experiences

PURPOSE This article aims to analytically review the Plan-Do-Study-Act (PDSA) model used in the Pacesetters national programme evaluation. DESIGN/METHODOLOGY/APPROACH The evaluation teams two-fold role is outlined: supporting project teams to develop PDSA plans and collect evaluation data. Four case studies are used to show the PDSA models application and effect in a participatory action learning approach. Despite limitations, it is clear that all four case studies illustrate the PDSA models potential benefits in a participatory evaluation approach, which involves public and patients. FINDINGS The models effectiveness is premised on several enabling factors such as: teams appreciating the model; a climate that values all learning and open to re-planning; engaging any external evaluators whose role is clearly communicated to all project stakeholders in a timely fashion. PRACTICAL IMPLICATIONS There are clear intentions to promote evidence-based commissioning in the UK that values patient and public involvement. The PDSA model has the potential to test and implement changes in real work-place settings and to involve the public in evaluation. ORIGINALITY/VALUE Case study analysis identifies new reflections on the PDSA models use to support innovative NHS practice development with public involvement in a participatory approach.

Virtual patients: development in cancer nursing education.

BACKGROUND The number of men diagnosed with prostate cancer is increasing and internationally there are high incidence rates. It is important that nurses and healthcare professionals are enabled to provide appropriate care to those men affected by prostate cancer and their families. Despite this need, there is recognition that many professionals feel ill prepared and lack knowledge in a number of areas. This paper presents the development of a Virtual Patient (VP) online resource to support practitioner learning. AIM To develop five online VP simulation scenarios to meet the learning needs of nurses and health-care professionals caring for men with prostate cancer. METHOD Topic areas for the VPs were taken from previous work exploring the needs of health care professionals working with men with prostate cancer. An initial scoping exercise involving nursing practitioners, students and a prostate cancer charity confirmed the focus of the case study scenarios. Service users and specialist practitioners reviewed an outline of each case study to ensure fidelity of the simulations scenarios. Cases were entered into UChoose, a web based interactive VP player and authoring tool. The final case studies were reviewed by a sample of both registered and non-registered nurses and nursing students. RESULTS The majority of respondents reported an increase in knowledge and suggested that they would recommend the resource to others. A number of positive aspects of the resource were highlighted. Respondents also commented about areas of weakness, a number of which have been addressed subsequently. CONCLUSIONS The VP case studies provided an opportunity to develop knowledge and confidence in caring for men with prostate cancer. The mode of delivery and the content was acceptable for less experienced and knowledgeable staff.

Translation and psychometric properties of the German version of the University of the West of England Interprofessional Questionnaire (UWE-IP)

ABSTRACT The implementation of a bachelor degree in Interprofessional Health Care at the University of Heidelberg, Germany, has fostered the need to evaluate the impact of this innovative programme. The University of the West of England Interprofessional Questionnaire (UWE-IP) was developed for longitudinal evaluation of an interprofessional curriculum. The UWE-IP consists of 35 items in four scales: “Communication and Teamwork Scale,” “Interprofessional Learning Scale,” “Interprofessional Interaction Scale,” and “Interprofessional Relationships Scale.” The UWE-IP was translated to German according to international guidelines. Psychometrics were assessed: reliability of the four scales was tested with Cronbach‘s alpha and confirmatory factor analysis was performed to examine the underlying factor structure. The sample consisted of 326 datasets. Reliability for the scales was between 0.75 and 0.90. The underlying factor structure showed a good fit. We conclude that the German UWE-IP shows good psychometrics and recommend its use for evaluation of interprofessional learning activities. These results add to the body of knowledge on evaluation instruments in interprofessional education.

An integrated approach for individualised support: carers' views

Purpose – The purpose of this paper was to capture carers’ views of a service in Bristol funded jointly by the Local Authority and the NHS Clinical Commissioning Group, which offers support to carers in the form of a one-off payment which they can use for anything they choose. Design/methodology/approach – A multi-method evaluation of this integrated service was conducted between August 2012 and October 2013 to explore its impact on carers’ health and well-being. This paper presents findings from 40 interviews conducted with carers as part of the evaluation. Findings – Many carers have little respite from very stressful situations; the break enabled them to focus on their own needs. Carers’ needs included actual short breaks away with or without those being cared for, as well as items like household equipment or exercise classes. Research limitations/implications – The study was centred on an innovation and integrated approach to support carers in one city and provides a snap-shot of the short-term effect...

Men affected by prostate cancer: a survey of general practitioners' learning needs.

What is already known in this area The incidence of prostate cancer in the UK is increasing, and the demand for primary care services remains high Prostate cancer is not a recognised domain in the Quality Outcomes Framework There is limited understanding of current education provision and need. What this work adds GPs have a range of unmet training needs identified for patient care from pre-diagnosis to long-term consequences of the disease. Whilst there is some formal educational provision, most learning is ad hoc and not planned to meet specific learning outcomes GPs found online learning acceptable but not always easily accessible. Suggestions For Future Work Or Research Further research is needed to explore the possible relationships between funding, QoF priorities and educational provision.

Using contractual incentives in district nursing in the English NHS: results from a qualitative study

Since 2008, health policy in England has been focusing increasingly on improving quality in healthcare services. To ensure quality improvements in community nursing, providers are required to meet several quality targets, including an incentive scheme known as Commissioning for Quality and Innovation (CQUIN). This paper reports on a study of how financial incentives are used in district nursing, an area of care which is particularly difficult to measure and monitor.