The Interprofessional Collaborative Competency Attainment Survey (ICCAS): A replication validation study

The aim of this study was to evaluate the effectiveness of an innovative pediatric interprofessional education clinical experience using oral‐systemic health as the clinical population example for improving the self‐reported interprofessional competencies of family nurse practitioner, dental, and medical students. The objectives of the interprofessional experience were for students to apply pediatric oral health assessment, identify the pediatric oral‐systemic connection, and practice a team‐based approach to improve oral‐systemic outcomes. In spring 2015, fall 2015, and spring 2016, a total of 162 family nurse practitioner, dental, and medical students participated in this interprofessional experience at Bellevue Pediatric Outpatient Clinics together with a pediatric dental resident. Team members collaborated in reviewing the patient chart, taking the patient's medical and dental history, performing an oral assessment, applying fluoride varnish, and providing education and anticipatory guidance. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) was used as a pretest and posttest to evaluate the degree to which students perceived changes in their attitudes about interprofessional competencies following the learning experience. In the results, all students had improved mean scores from pretest to posttest after the experience, and these changes were statistically significant for all students: nurse practitioner (p<0.01), dentistry (p<0.01), and medicine (p<0.001). The mean change from pretest to posttest was statistically significant for each of the six interprofessional competency domains (p<0.01). In both pediatric dental and primary care settings, the changes from pre‐ to posttest were significant (p<0.001). The experience was similarly effective for all groups of students in increasing their attitudes about interprofessional collaboration. These findings suggest that a clinical approach can be an effective strategy for helping health professions students develop interprofessional competence.

Section: Methodsmentioning

confidence: 87%

The Impact of an Interprofessional Pediatric Oral Health Clerkship on Advancing Interprofessional Education Outcomes

Hartnett

Haber

Catapano

et al. 2019

“…[22][23][24] A revised version of the ICCAS uses the same 20 items but with responses on a ive-point scale from 1=poor to 5=excellent; this tool was also found to have content validity. 25 Either test is administered in one sitting, by the use of a test-retest design for which responses are completed retrospectively. [21][22][23][24][25] For either version of the test, upon relection, participants respond to how they felt about each item before exposure to an IPE experience and then again when considering how they felt after participating in an IPE event.…”

Section: Post-ipe Activity Surveysmentioning

confidence: 99%

“…25 Either test is administered in one sitting, by the use of a test-retest design for which responses are completed retrospectively. [21][22][23][24][25] For either version of the test, upon relection, participants respond to how they felt about each item before exposure to an IPE experience and then again when considering how they felt after participating in an IPE event. Both versions of the ICCAS evaluate participants' self-perceived increase in attainment of interprofessional competencies.…”

Section: Post-ipe Activity Surveysmentioning

confidence: 99%

“…Both versions of the ICCAS evaluate participants' self-perceived increase in attainment of interprofessional competencies. [22][23][24][25] Archibald et al found that subjects progressed from a professional role focus to a more team and collaborative focus after participating in an IPE training experience. 24 We used the revised version of the tool (Table 1) to survey the nursing and dental hygiene students in one sitting in a retrospective test-retest design.…”

Section: Post-ipe Activity Surveysmentioning

confidence: 99%

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Collaboration of Dental Hygiene and Nursing Students on Hospital Units: An Interprofessional Education Experience

Coan

Wijesuriya

Seibert

2019

The aims of this study were to implement and evaluate an innovative collaborative event with hospitalized patients to help develop dental hygiene and nursing students' interprofessional competence. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) was used to assess the students' perceptions of interprofessional skill acquisition. Participants were 24 dental hygiene and 25 nursing students at the University of Southern Indiana in spring 2016. The results showed that all students had statistically significant improvement on the ICCAS items from pretest to posttest. There were no significant differences in improvement between the two groups on any single posttest item as the impact of the responses was similar. These results suggest that incorporating collaborative experiences in hospital settings can be an effective means to develop students' skills in interprofessional competence.

“…9 This validated pre-post survey consists of 20 items that ask respondents to assess their interprofessional competencies (e.g., communication, collaboration, roles and responsibilities, collaborative patient/ family-centered approach, conflict management/ resolution, and team functioning). 10 Some studies have reported that health professions students had improved ICCAS scores from pretest to posttest following their IPE experience, which suggested an effective IPE strategy could help students develop interprofessional competence. [11][12][13][14] In these teaching activities, it is very important to engage students in IPE and influence their attitudes towards this method because negative attitudes can hinder learning via IPE.…”

mentioning

confidence: 99%

A Systematic Meta‐Analysis of the Effect of Interprofessional Education on Health Professions Students’ Attitudes

Wang

Feng

Gao

et al. 2019

Interprofessional education (IPE) is based on collaborative practices that increase the occasions for communication among those in various health professions. However, there is a paucity of literature about the effectiveness of IPE programs in health professions education. The aim of this systematic review and meta‐analysis was to objectively assess the literature on the effectiveness of IPE in improving health professions students’ attitudes after training. The major scholarly databases were searched for relevant IPE studies involving predoctoral health professions students. Two independent researchers selected the studies, extracted the data, and assessed the quality of the studies. Meta‐analyses of the outcomes were performed using random effects models. Sixteen articles were ultimately selected for detailed review and meta‐analysis. The meta‐analysis showed that IPE training had a significant influence on students’ understanding of collaboration and resulted in better attitudes about interprofessional teamwork. Subscale analysis showed that one subscale score (roles and responsibilities) did not statistically significantly improve after IPE training (p=0.06), whereas the other four subscale items showed statistically significant improvements (p<0.01). The test for overall effects showed that IPE training had a significantly positive influence on students’ attitudes about IPE (Z=6.85, p<0.01). Subgroup results showed that medical students had more positive attitudes about IPE than did dental students. Regardless of profession, women students responded with significantly more positive feedback than did men students (p=0.02). These results suggest that intervention through IPE training has had positive effects in health professions education. Gender was an important factor impacting the outcomes of IPE. However, further clinical practice interventions may be helpful to enhance the IPE competence of health professions students.