Design and evaluation of interprofessional cross-cultural communication sessions

Abstract

The 2013 National Standards for Culturally and Linguistically Appropriate Services (CLAS) call for healthcare professionals to provide quality care and services that are responsive to diverse cultural health beliefs and practices. Accreditation organizations for health professional programs require their curriculum to adequately prepare future practitioners for serving culturally and linguistically diverse populations. Another common curricular need of health professional programs is interprofessional education (IPE). This study presents data that evaluates two IPE culturally competent communication sessions designed for pharmacy and nursing students. Teams of nursing and pharmacy students (n = 160) engaged in case studies focused on developing cross-cultural communication skills, using the LEARN model. Quantitative survey data collected pre-test and post-test measured cultural competency (including subscales of perceived skills, perceived knowledge, confidence in encounter, and attitude) and knowledge related to culturally competent communication. Univariate ANOVA results indicate that actual knowledge as measured by the test and all four Clinical Cultural Competency Questionnaire (CCCQ) subscales significantly increased after the IPE sessions. Pharmacy students scored higher than nursing students on the knowledge pre-test, and nursing students had a more positive attitude at pre-test. The IPE sessions effectively addressed all learning outcomes and will continue in future course offerings. Using cross-cultural communication as a thematic area for IPE program development resulted in educational benefits for the students. To further strengthen nursing and pharmacy students' interprofessional practice, additional IPE opportunities are to be explored.

Student Self-Assessment and Faculty Assessment of Performance in an Interprofessional Error Disclosure Simulation Training Program

“…We believe that this IPE experience in the final didactic year of the pharmacy curriculum may serve as a pinnacle activity that further enhances the IPEC core competencies. [36][37][38] The more robust assessment helps us to benchmark our school's achievement of the IPEC competencies and provides data supporting learning of error disclosure skills. Using the IPEC competencies as a framework for assessment of student performance and learning also serves as a benchmark for our program outside the school.…”

A Scoping Review of Active-Learning Strategies for Teaching Social Determinants of Health in Pharmacy

“…Created group presentations on cultural healthcare dilemmas. Liu (2015) 28 Used Beyond the Vital Signs video and Worlds Apart video series to curate group discussions. Used team-based learning to discuss patient case scenarios.…”

A comprehensive systematic review of pharmacy perspectives on interprofessional education and collaborative practice

“…Between 2012 and 2015, twelve studies were published highlighting pharmacy students' perceptions toward IPE and collaborative practice based on an IPE intervention. For the included articles focusing on students, the IPE sessions varied in their duration from ad hoc sessions (lasting between one and four hours) in the form of simulation 38,39 or interactive case based discussion 40 ; or 2 IPE case based sessions over a month 41,42 , to IPE activities spread over the semester [43][44][45] or in one study over two years 46 . Other studies was based on an IPE experiential learning experience [47][48][49] .…”

“…The different IPE initiatives, have been regarded as unique 47 , beneficial for their future practice 38,46,50 , enhanced overall university experience 46 , had an impact on their attitudes, knowledge and ability to work with other professionals 41 , and high student satisfaction with the experience 39,45 .…”

“…Perceived benefits of IPE included: enhanced understanding of professional role identity [45][46][47] , exploration of professional boundaries 47 , excellent teamwork 38,42,46 , improvement in the quality of patient care 38 , willingness to participate in more IPE activities 38,42 , enhancement of learning and knowledge gained 41,42 , respect 38,50 , trust 50 , appreciation of other healthcare professions 50 , and a shared goal for patient-centred care 50 . Another perceived benefit of IPE is valuing collaborative practice and interprofessional teams 43,45,50 .…”