Knowledge translation in interprofessional education: what difference does interprofessional education make to practice?

Abstract

Cancer Care Nova Scotia developed an Interprofessional Core Curriculum for Nova Scotia health professionals, using a provincial educational needs assessment of health professionals caring for patients with cancer. This paper reports on the educational outcomes of the Interprofessional Core Curriculum programme, particularly the translation of learning into changes in practice and interprofessional interaction, and factors influencing change. The evaluation was guided by Kirkpatrick's model for assessing educational outcomes and Green and Kreuter's PRECEDE model of factors promoting and impeding change. In total, 411 participants attended the sessions, including nurses (54%), pharmacists (23%), and physicians (11%). We used self‐report questionnaires to assess the transfer of learning into changes in practice and interprofessional interactions. High percentages of participants reported changes in both clinical practice and interprofessional interactions 3 months after the sessions. Frequently reported changes to interprofessional interactions were improved communication, increased confidence and assertiveness in interactions with other health professionals and being more respectful of other professions. Participants identified time and work‐load as major barriers to change as well as lack of micro‐ and macro‐system level support. The most common reported enabler of change was having attended the educational session. Overall, participants were highly supportive of interprofessional education, although when compared to nurses and pharmacists, physicians were less supportive and had proportionately lower attendance.

Development and testing of a scale to assess interprofessional education (IPE) faciliation skills

“…to enhance their interprofessional content and focus. 20 Facilitators prepared for the IPE sessions by participating in an interprofessional Facilitator Development Program based on identified competencies for IP facilitation. 21 A review of the literature revealed the absence of a scale to assess IPE facilitation skills.…”

Training Program in Reproduction, Early Development, and the Impact on Health (REDIH): Evaluation of Year 1

“…Hopefully, in future reports we will be able to comment much more on knowledge transfer, as returning trainees may have had more opportunity to apply new behaviors, skills and attitudes. In at least two other studies (Allen, Sargeant, Mann, Flemming, & Premi, 2003;Mann, Sargeant, & Hill, 2009) found that healthcare professionals may be unclear about how to apply new learning immediately after the completion of an educational training session, "and may require time in practice to enable its internalization and assimilation" (Mann et al,p. 161 …”

Academic Half-Days: Facilitated Small Groups to Promote Interactive Learning

“…Studies on the use of CTCs in residency are limited. [22][23][24] Using CTCs in this study presented some challenges: residents did not frame their clinical experiences in terms of their practice. They saw themselves as starting to establish clinical approaches for patient management.…”