Designing and evaluating an effective theory-based continuing interprofessional education program to improve sepsis care by enhancing healthcare team collaboration

Abstract

Continuing interprofessional education (CIPE) differs from traditional continuing education (CE) in both the learning process and content, especially when it occurs in the workplace. Applying theories to underpin the development, implementation, and evaluation of CIPE activities informs educational design, encourages reflection, and enhances our understanding of CIPE and collaborative practice. The purpose of this article is to describe a process of design, implementation, and evaluation of CIPE through the application of explicit theories related to CIPE and workplace learning. A description of an effective theory-based program delivered to faculty and clinicians to enhance healthcare team collaboration is provided. Results demonstrated that positive changes in provider perceptions of and commitment to team-based care were achieved using this theory-based approach. Following this program, participants demonstrated a greater appreciation for the roles of other team members by indicating that more responsibility for implementing the Surviving Sepsis guideline should be given to nurses and respiratory therapists and less to physicians. Furthermore, a majority (86%) of the participants made commitments to demonstrate specific collaborative behaviors in their own practice. The article concludes with a discussion of our enhanced understanding of CIPE and a reinterpretation of the learning process which has implications for future CIPE workplace learning activities.

Assessing Readiness for Interprofessional Learning about Sepsis among Registered Nurses, Physicians, and Respiratory Therapists in a Community Hospital

“…This project conclusion affirms the unique nature of the workforce in the workplace strongly influences the perceptions of interprofessionallearning (Owen et al, 2014). The interprofessional team needs to learn and understand their roles and responsibilities, professional identities, and collaborative team practice.…”

“…One theory described in the literature that is foundational to IPL is experiential learning. Experiential learning is a process of learning individually and in groups to engage collaboratively in real clinical situations (Owen et al, 2014). Cusack et al (2012) identifies the experiential and interactive learning process of becoming part of an interprofessional team.…”

Hospital in the Home nurses’ recognition and response to clinical deterioration

“…Numerous studies have shown that when the proportion of degree‐prepared nurses increases, patient mortality and adverse events decrease (Aiken, Clarke, Cheung, Sloane, & Silber, ; Aiken et al., ; Cho et al., ; Gkantaras et al., ). Both formal and informal programmes of ongoing postgraduate nurse education improve assessment skills and ultimately result in safer patient care outcomes (Liaw et al., ; Owen et al., ). In this study, participants had a median number of 20 years’ experience as registered nurses; 4 years’ experience working in home‐based care settings and worked a median of 56 hr per fortnight.…”

Multiple Interacting Factors Influence Adherence, and Outcomes Associated with Surgical Safety Checklists: A Qualitative Study

“…Completion of all items increased from 54% when previously surgeon-led to 97% after the intervention, and the improvement was sustained at 18 months. Social identity theory refers to shared knowledge, values and practices in members of social or professional groups, however social identity can be threatened when individuals are forced to collaborate with members of other groups, therefore continuing education on SSC use must be multidisciplinary in nature [43]. Such an educational program could also include conflict management training that describes, and provides alternatives for negative behaviour [44].…”