http://informahealthcare.com/jic ISSN: 1356-1820 (print), 1469-9567 (electronic) J Interprof Care, 2015; 29(2): 170–172 ! 2015 Informa UK Ltd. DOI: 10.3109/13561820.2014.942776
SHORT REPORT
The interprofessional clinical experience: interprofessional education in the nursing home Kendra D. Sheppard1, Channing R. Ford1, Patricia Sawyer1, Kathleen T. Foley2, Caroline N. Harada1,3, Cynthia J. Brown1,3 and Christine S. Ritchie4,5 1
Division of Gerontology, Geriatrics, and Palliative Care, Department of Medicine, University of Alabama at Birmingham, Birmingham, AL, USA, School of Occupational Therapy, Brenau University at North Atlanta Campus, Norcross, GA, USA, 3Birmingham Veterans Affairs Medical Center, Geriatric Research, Education, and Clinical Center (GRECC), Birmingham, AL, USA, 4Division of Geriatrics, Department of Medicine, University of California San Francisco, San Francisco, CA, USA, and 5Jewish Home of San Francisco Center for Research on Aging, San Francisco, CA, USA
2
Abstract
Keywords
The interprofessional clinical experience (ICE) was designed to introduce trainees to the roles of different healthcare professionals, provide an opportunity to participate in an interprofessional team, and familiarize trainees with caring for older adults in the nursing home setting. Healthcare trainees from seven professions (dentistry, medicine, nursing, nutrition, occupational therapy, optometry and social work) participated in ICE. This program consisted of individual patient interviews followed by a team meeting to develop a comprehensive care plan. To evaluate the impact of ICE on attitudinal change, the UCLA Geriatric Attitudes Scale and a post-experience assessment were used. The post-experience assessment evaluated the trainees’ perception of potential team members’ roles and attitudes about interprofessional team care of the older adult. Attitudes toward interprofessional teamwork and the older adult were generally positive. ICE is a novel program that allows trainees across healthcare professions to experience interprofessional teamwork in the nursing home setting.
Health and social care, interprofessional education, interdisciplinary
Introduction Effective, efficient and patient-centered healthcare requires the use of interprofessional healthcare teams [e.g. Interprofessional Education Collaborative (IPEC) Expert Panel, 2011]. ‘‘The Core Competencies for Interprofessional Collaborative Practice’’ outlines specific domains (interprofessional teamwork and team-based practice, interprofessional communication practices, values/ethics for interprofessional practice, and roles and responsibilities of collaborative practice) that offer a basis for creating and evaluating interprofessional education (IPE) experiences (IPEC Expert Panel, 2011). Both IPE and education have long been valued among geriatric medicine providers, providing a natural framework for interprofessional training (Mezey, Mitty, Burger, & McCallion, 2008). The nursing home has a long history of strong interprofessional practice and longer patient length of stay allowing trainees to follow conditions over time providing an ideal site for IPE (Kanter, 2012). The University of Alabama (UAB) at Birmingham Geriatric Education Center (GEC) Interprofessional Clinical Experience (ICE) was created to educate health professions trainees to work in interprofessional teams, introduce IPEC core competencies, and improve the care of older adults with complex care needs.
Correspondence: Dr. Kendra D. Sheppard, MD, MSPH, Division of Gerontology, Geriatrics, and Palliative Care, Department of Medicine, University of Alabama at Birmingham, 1720 2nd Avenue South, CH19, 218H, Birmingham, AL 35294, USA. E-mail: [email protected]
History Received 20 September 2013 Revised 5 May 2014 Accepted 5 July 2014 Published online 20 August 2014
This study aims to evaluate attitudinal changes toward older adults and IPE following participation in the first year of ICE.
Background A faculty committee of representatives from dentistry, medicine, nursing, nutrition, occupational therapy, optometry and social work developed ICE for their trainees. ICE was designed so that trainees representing at least three healthcare professions would individually interview a patient in a skilled nursing facility preselected by the ICE preceptor and later participate in a care-plan meeting. Trainees received profession-specific interview questions and comprehensive questions specific to the care-plan discussion. Weekly care-plan meetings included a general discussion of the patient and development of an interprofessional care plan to address the patient’s goals. Program objectives were aligned with the IPEC Expert Panel (2011) core competencies and included: introducing trainees to the roles of different healthcare professions; experience working in an interprofessional team and exposing trainees to the complex health issues facing older adults in nursing homes.
Methods Evaluation was based on Kirkpatrick and Kirkpatrick’s (2006) model focused on changes in attitudes toward interprofessional teams and older adults. A formative evaluation strategy was used to evaluate the preceptor and the experience for potential programmatic changes. This included both quantitative and qualitative assessments. To evaluate the impact of ICE on
Q1: It is enough to only address older adults’ health problems for improvement of wellness.d,e Q2: Social, cultural and spiritual issues may interfere with the care of a complex older adult. Q3: It is important to respect the dignity and privacy of the older adult when discussing the care plan in the interprofessional team setting. Q4: Using clear and respectful language will promote positive communication with older adults, caregivers and other professionals. Q5: The use of discipline specific terminology is essential for communicating effectively with older adults, caregivers and other professionals. Q6: Assessing health literacy in the complex older adult can improve quality of care. Q7: Interprofessional team meetings positively impact care of the complex older adult. Q8: Interprofessional care of the complex older adult is cost effective. Q9: The use of unique and complementary abilities of team members will optimize care.
Between September 2011 and June 2012, 193 participants completed post-experience assessments. Demographic and descriptive data were available for 171 trainees who were mostly white (74%), female (63%) and between the ages of 20 and 29 (79%) years. The response rate for the UCLA Geriatrics Attitudes Scale was 38% (n ¼ 73) for the pre-test and 35% (n ¼ 68) for the post-test; however, the responses were anonymous and not linked. The UCLA subscale scores (mean, SD) for the pre- and post-tests, respectively were: social value (17, 3; 17, 2.7); medical care (13.6, 2.8; 14, 2.6); compassion (15.3, 2.1; 15, 2.0) and resources distribution (16.4, 2.5; 16.1, 2.3). There were no significant changes in attitudes except for the statement ‘‘Most old people are pleasant to be with’’, which improved with 27.4% strongly agreeing pre-ICE and 44.1% strongly agreeing post-ICE (pre-mean, 4.0 to post-mean, 4.3; p50.05). Table I presents the results of the post-experience IPEC competency attitudes. Mean values indicating positive attitudes ranged from 2.3 to 4.8 (possible range 1–5) for each profession. The percent of persons who indicated that they somewhat or strongly agree with each of the IPEC competency questions is listed. A summary of focus group comments highlighted the value of collaboration among healthcare professions and the nursing home setting as an ideal site for training future healthcare professionals. Trainees expressed the potential benefit of participating more than once to gain longitudinal experience with a patient and have additional exposure to working as an interprofessional team.
Table I. Attitudes toward providing healthcare to older adults (mean)a,b.
Results
171
Responses from trainees in the Department of Nutrition are not shown (n ¼ 5); bthe mean of responses range 1–5 for each question, coded so that higher values represent more positive attitudes; cdomain categories: (i) values/ethics for interprofessional practice, (ii) roles/responsibilities, (iii) interprofessional communication and (iv) teams and teamwork; dagreement with Q1 statement reflects a negative attitude toward health care teams and eresponses for Q1 only are based on an 88% response rate (151/171).
4.5 4.6 4.3 4.7 4.6 4.7 4.5 4.7 89.4% 97.0% 79.0% 94.7% 3 2,4 4 4
4.02 4.6 3.9 4.5
4.1 3.8 65.3% 2,3
3.5
4.6 4.7 97.6% 2,3
4.5
4.7 4.7 92.3% 1
4.4
4.3 4.3 4.0
2.7 1.9 2.3
80.6%
Domainc
The University of Alabama at Birmingham Institutional Review Board approved the study protocol. Participants are provided an information sheet describing the research protocol. Evaluation forms and the on-line pre- and post-tests provide the opportunity for participants to indicate that they do not consent to have their data used for research.
1
Ethical considerations
15.9%
Somewhat or strongly agree with statement (n ¼ 171)
Dentistry (n ¼ 71)
Medicine (n ¼ 20)
UCLA Geriatric Attitudes Scale responses were grouped into previously published subscales: social value, compassion, medical care and resources distribution (Reuben et al., 1998). Responses were recoded (highest subscale value ¼ 20) so that higher values represented a more positive attitude. Descriptive analyses included frequencies, means and standard deviations. Student’s t-tests were used to compare pre-post means. Statistical analysis was performed using SPSS software (version 21; SPSS Inc., Chicago, IL). Focus group data were analyzed by using an inductive thematic approach.
General
Nursing (n ¼ 22)
Data analysis
a
50.001 0.28 50.01 0.07 4.7 4.8 4.5 4.7 4.3 4.7 4 4.5 4.9 4.9 4.3 4.9
0.06 4.3 4.2 4.1
0.09 4.8 4.7 4.9
0.13
0.01 4.8 4.6 4.8
2.5
4.5 4 4.6
Occupational therapy (n ¼ 19)
Optometry (n ¼ 22)
Assessment instruments included trainee demographics, trainee attitudes on IPE [based on the four IPEC competency domains and specific competency statements (IPEC Expert Panel, 2011)], and trainee attitudes toward older adults using the validated UCLA Geriatrics Attitudes Scale. The UCLA Geriatrics Attitudes Scale was administered before and after the session using an online assessment. All other quantitative data were collected the day of the experience. A focus group was conducted at the end of the academic year. Data were gathered by two note-takers who provided a summary report of the session.
2.2
Data collection
2.6
p value Social work (n ¼ 13)
trainee attitudes toward interprofessional teams and attitudes toward older adults, assessments were given pre- and postexperience.
0.36
Interprofessional education in the nursing home
DOI: 10.3109/13561820.2014.942776
172
K. D. Sheppard et al.
They also recommended that the patient interview and care-plan meeting occur on the same day.
Discussion Following ICE, the majority of trainees from all participating professions agreed that interprofessional teamwork optimizes patient care but was less positive in their attitudes toward older adults. This may be due to the minimal geriatric content presented during profession-specific training. Additional exposure to older adults through interprofessional experiences may improve healthcare trainees’ attitudes toward solder adults. Other interprofessional programs have shown that trainees had positive attitudes toward interprofessional care in a hospital setting following participation in a training exercise (Anderson, Manek, & Davidson, 2006). Working as a member of an interprofessional team in the nursing home setting also resulted in positive attitudes of healthcare trainees. The strengths of ICE included using actual patients and having trainees from multiple professions interact directly at each session, resulting in gaining a better understanding of other profession’s roles and responsibilities. Limitations were that presession assessments about attitudes regarding interprofessional teams were not collected, our competency questionnaire was not validated and the focus group was not recorded. At the end of the academic career, several changes were made. We restructured the program to include a collaborative interviewing experience, enabling trainees to interview the nursing home resident as a team and formulate the care-plan immediately following the interview. Evaluation has been streamlined to obtain data using a post/retrospective pre-test design (questions evaluate prior and current attitudes after the completion of training). We also added the validated assessment, Attitudes Toward Health Care Teams Scale (Heinemann, Schmitt, Farrell, & Brallier, 1999). In summary, ICE is a program that allows trainees across the healthcare professions to experience interprofessional team care in the nursing home setting. Based on the post-experience assessment, health professions trainees’ attitudes toward IPE and team care were positive after participating in the program. Long-term goals include evaluating attitudinal change after multiple exposures to ICE. Given the importance of interprofessional teams in the delivery of quality, patient-centered healthcare, ICE is a potential strategy to teach these concepts to trainees from multiple professions.
J Interprof Care, 2015; 29(2): 170–172
Acknowledgements We would like to acknowledge the preceptors: Natalie Baker, Amanda Brown, Diane Clark, Charnetta Gadling-Cole, Marcia Green, Lillian Mitchell and Mark Swanson.
Declaration of interest The authors received support for their individual roles in the Interprofessional Clinical Experience from the Health Resources and Services Administration (HRSA)-funded Geriatric Education Center Grant (UB4HP19045). K.D.S. received support as a John A. Hartford Foundation Scholar Award from the Southeast Center of Excellence in Geriatric Medicine. C.J.B. received support from the VA Rehabilitation Research and Development Merit Review Award (E7036R). C.N.H. received support from the Donald W. Reynolds Foundation. C.S.R is supported by a Geriatric Academic Leadership Award from the National Institute on Aging (1K07AG31779) and was previously supported by the HRSA-funded Geriatric Education Center grant while she was at the University of Alabama at Birmingham. K.T.F has no disclosures and no conflicts of interest. The content of this article is solely the responsibility of the authors and does not necessarily represent the official views of any of the funding agencies. The authors report no conflicts of interest. The authors are responsible for the writing and content of the paper.
References Anderson, E., Manek, N., & Davidson, A. (2006). Evaluation of a model for maximizing interprofessional education in an acute hospital. Journal of Interprofessional Care, 20, 182–194. Heinemann, G.D., Schmitt, M.H., Farrell, M.P., & Brallier, S.A. (1999). Development of an attitudes toward health care teams scale. Evaluation and the Health Professions, 22, 123–142. Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel, May 2011. Washington, DC: Interprofessional Education Collaborative. Retrieved from https://www.aamc.org/download/ 186750/data/core_competencies.pdf Kanter, S.L. (2012). The nursing home as a core site for educating residents and medical students. Academic Medicine, 87, 547–548. Kirkpatrick, D.L. & Kirkpatrick, J.D. (2006). Evaluating training programs (3rd ed.). San Francisco, CA: Berrett-Koehler Publishers. Mezey, M., Mitty, E., Burger, S.G., & McCallion, P. (2008). Healthcare professional training: A comparison of geriatric competencies. Journal of the American Geriatrics Society, 56, 1724–1729. Reuben, D.B., Lee, M., Davis, J.W., Eslami, M.S., Osterweil, D.G., & Melchiore, S. (1998). Development and validation of a geriatrics attitudes scale for primary care residents. Journal of the American Geriatrics Society, 46, 1425–1430.
Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
SHORT REPORT
The interprofessional clinical experience: interprofessional education in the nursing home Kendra D. Sheppard1, Channing R. Ford1, Patricia Sawyer1, Kathleen T. Foley2, Caroline N. Harada1,3, Cynthia J. Brown1,3 and Christine S. Ritchie4,5 1
Division of Gerontology, Geriatrics, and Palliative Care, Department of Medicine, University of Alabama at Birmingham, Birmingham, AL, USA, School of Occupational Therapy, Brenau University at North Atlanta Campus, Norcross, GA, USA, 3Birmingham Veterans Affairs Medical Center, Geriatric Research, Education, and Clinical Center (GRECC), Birmingham, AL, USA, 4Division of Geriatrics, Department of Medicine, University of California San Francisco, San Francisco, CA, USA, and 5Jewish Home of San Francisco Center for Research on Aging, San Francisco, CA, USA
2
Abstract
Keywords
The interprofessional clinical experience (ICE) was designed to introduce trainees to the roles of different healthcare professionals, provide an opportunity to participate in an interprofessional team, and familiarize trainees with caring for older adults in the nursing home setting. Healthcare trainees from seven professions (dentistry, medicine, nursing, nutrition, occupational therapy, optometry and social work) participated in ICE. This program consisted of individual patient interviews followed by a team meeting to develop a comprehensive care plan. To evaluate the impact of ICE on attitudinal change, the UCLA Geriatric Attitudes Scale and a post-experience assessment were used. The post-experience assessment evaluated the trainees’ perception of potential team members’ roles and attitudes about interprofessional team care of the older adult. Attitudes toward interprofessional teamwork and the older adult were generally positive. ICE is a novel program that allows trainees across healthcare professions to experience interprofessional teamwork in the nursing home setting.
Health and social care, interprofessional education, interdisciplinary
Introduction Effective, efficient and patient-centered healthcare requires the use of interprofessional healthcare teams [e.g. Interprofessional Education Collaborative (IPEC) Expert Panel, 2011]. ‘‘The Core Competencies for Interprofessional Collaborative Practice’’ outlines specific domains (interprofessional teamwork and team-based practice, interprofessional communication practices, values/ethics for interprofessional practice, and roles and responsibilities of collaborative practice) that offer a basis for creating and evaluating interprofessional education (IPE) experiences (IPEC Expert Panel, 2011). Both IPE and education have long been valued among geriatric medicine providers, providing a natural framework for interprofessional training (Mezey, Mitty, Burger, & McCallion, 2008). The nursing home has a long history of strong interprofessional practice and longer patient length of stay allowing trainees to follow conditions over time providing an ideal site for IPE (Kanter, 2012). The University of Alabama (UAB) at Birmingham Geriatric Education Center (GEC) Interprofessional Clinical Experience (ICE) was created to educate health professions trainees to work in interprofessional teams, introduce IPEC core competencies, and improve the care of older adults with complex care needs.
Correspondence: Dr. Kendra D. Sheppard, MD, MSPH, Division of Gerontology, Geriatrics, and Palliative Care, Department of Medicine, University of Alabama at Birmingham, 1720 2nd Avenue South, CH19, 218H, Birmingham, AL 35294, USA. E-mail: [email protected]
History Received 20 September 2013 Revised 5 May 2014 Accepted 5 July 2014 Published online 20 August 2014
This study aims to evaluate attitudinal changes toward older adults and IPE following participation in the first year of ICE.
Background A faculty committee of representatives from dentistry, medicine, nursing, nutrition, occupational therapy, optometry and social work developed ICE for their trainees. ICE was designed so that trainees representing at least three healthcare professions would individually interview a patient in a skilled nursing facility preselected by the ICE preceptor and later participate in a care-plan meeting. Trainees received profession-specific interview questions and comprehensive questions specific to the care-plan discussion. Weekly care-plan meetings included a general discussion of the patient and development of an interprofessional care plan to address the patient’s goals. Program objectives were aligned with the IPEC Expert Panel (2011) core competencies and included: introducing trainees to the roles of different healthcare professions; experience working in an interprofessional team and exposing trainees to the complex health issues facing older adults in nursing homes.
Methods Evaluation was based on Kirkpatrick and Kirkpatrick’s (2006) model focused on changes in attitudes toward interprofessional teams and older adults. A formative evaluation strategy was used to evaluate the preceptor and the experience for potential programmatic changes. This included both quantitative and qualitative assessments. To evaluate the impact of ICE on
Q1: It is enough to only address older adults’ health problems for improvement of wellness.d,e Q2: Social, cultural and spiritual issues may interfere with the care of a complex older adult. Q3: It is important to respect the dignity and privacy of the older adult when discussing the care plan in the interprofessional team setting. Q4: Using clear and respectful language will promote positive communication with older adults, caregivers and other professionals. Q5: The use of discipline specific terminology is essential for communicating effectively with older adults, caregivers and other professionals. Q6: Assessing health literacy in the complex older adult can improve quality of care. Q7: Interprofessional team meetings positively impact care of the complex older adult. Q8: Interprofessional care of the complex older adult is cost effective. Q9: The use of unique and complementary abilities of team members will optimize care.
Between September 2011 and June 2012, 193 participants completed post-experience assessments. Demographic and descriptive data were available for 171 trainees who were mostly white (74%), female (63%) and between the ages of 20 and 29 (79%) years. The response rate for the UCLA Geriatrics Attitudes Scale was 38% (n ¼ 73) for the pre-test and 35% (n ¼ 68) for the post-test; however, the responses were anonymous and not linked. The UCLA subscale scores (mean, SD) for the pre- and post-tests, respectively were: social value (17, 3; 17, 2.7); medical care (13.6, 2.8; 14, 2.6); compassion (15.3, 2.1; 15, 2.0) and resources distribution (16.4, 2.5; 16.1, 2.3). There were no significant changes in attitudes except for the statement ‘‘Most old people are pleasant to be with’’, which improved with 27.4% strongly agreeing pre-ICE and 44.1% strongly agreeing post-ICE (pre-mean, 4.0 to post-mean, 4.3; p50.05). Table I presents the results of the post-experience IPEC competency attitudes. Mean values indicating positive attitudes ranged from 2.3 to 4.8 (possible range 1–5) for each profession. The percent of persons who indicated that they somewhat or strongly agree with each of the IPEC competency questions is listed. A summary of focus group comments highlighted the value of collaboration among healthcare professions and the nursing home setting as an ideal site for training future healthcare professionals. Trainees expressed the potential benefit of participating more than once to gain longitudinal experience with a patient and have additional exposure to working as an interprofessional team.
Table I. Attitudes toward providing healthcare to older adults (mean)a,b.
Results
171
Responses from trainees in the Department of Nutrition are not shown (n ¼ 5); bthe mean of responses range 1–5 for each question, coded so that higher values represent more positive attitudes; cdomain categories: (i) values/ethics for interprofessional practice, (ii) roles/responsibilities, (iii) interprofessional communication and (iv) teams and teamwork; dagreement with Q1 statement reflects a negative attitude toward health care teams and eresponses for Q1 only are based on an 88% response rate (151/171).
4.5 4.6 4.3 4.7 4.6 4.7 4.5 4.7 89.4% 97.0% 79.0% 94.7% 3 2,4 4 4
4.02 4.6 3.9 4.5
4.1 3.8 65.3% 2,3
3.5
4.6 4.7 97.6% 2,3
4.5
4.7 4.7 92.3% 1
4.4
4.3 4.3 4.0
2.7 1.9 2.3
80.6%
Domainc
The University of Alabama at Birmingham Institutional Review Board approved the study protocol. Participants are provided an information sheet describing the research protocol. Evaluation forms and the on-line pre- and post-tests provide the opportunity for participants to indicate that they do not consent to have their data used for research.
1
Ethical considerations
15.9%
Somewhat or strongly agree with statement (n ¼ 171)
Dentistry (n ¼ 71)
Medicine (n ¼ 20)
UCLA Geriatric Attitudes Scale responses were grouped into previously published subscales: social value, compassion, medical care and resources distribution (Reuben et al., 1998). Responses were recoded (highest subscale value ¼ 20) so that higher values represented a more positive attitude. Descriptive analyses included frequencies, means and standard deviations. Student’s t-tests were used to compare pre-post means. Statistical analysis was performed using SPSS software (version 21; SPSS Inc., Chicago, IL). Focus group data were analyzed by using an inductive thematic approach.
General
Nursing (n ¼ 22)
Data analysis
a
50.001 0.28 50.01 0.07 4.7 4.8 4.5 4.7 4.3 4.7 4 4.5 4.9 4.9 4.3 4.9
0.06 4.3 4.2 4.1
0.09 4.8 4.7 4.9
0.13
0.01 4.8 4.6 4.8
2.5
4.5 4 4.6
Occupational therapy (n ¼ 19)
Optometry (n ¼ 22)
Assessment instruments included trainee demographics, trainee attitudes on IPE [based on the four IPEC competency domains and specific competency statements (IPEC Expert Panel, 2011)], and trainee attitudes toward older adults using the validated UCLA Geriatrics Attitudes Scale. The UCLA Geriatrics Attitudes Scale was administered before and after the session using an online assessment. All other quantitative data were collected the day of the experience. A focus group was conducted at the end of the academic year. Data were gathered by two note-takers who provided a summary report of the session.
2.2
Data collection
2.6
p value Social work (n ¼ 13)
trainee attitudes toward interprofessional teams and attitudes toward older adults, assessments were given pre- and postexperience.
0.36
Interprofessional education in the nursing home
DOI: 10.3109/13561820.2014.942776
172
K. D. Sheppard et al.
They also recommended that the patient interview and care-plan meeting occur on the same day.
Discussion Following ICE, the majority of trainees from all participating professions agreed that interprofessional teamwork optimizes patient care but was less positive in their attitudes toward older adults. This may be due to the minimal geriatric content presented during profession-specific training. Additional exposure to older adults through interprofessional experiences may improve healthcare trainees’ attitudes toward solder adults. Other interprofessional programs have shown that trainees had positive attitudes toward interprofessional care in a hospital setting following participation in a training exercise (Anderson, Manek, & Davidson, 2006). Working as a member of an interprofessional team in the nursing home setting also resulted in positive attitudes of healthcare trainees. The strengths of ICE included using actual patients and having trainees from multiple professions interact directly at each session, resulting in gaining a better understanding of other profession’s roles and responsibilities. Limitations were that presession assessments about attitudes regarding interprofessional teams were not collected, our competency questionnaire was not validated and the focus group was not recorded. At the end of the academic career, several changes were made. We restructured the program to include a collaborative interviewing experience, enabling trainees to interview the nursing home resident as a team and formulate the care-plan immediately following the interview. Evaluation has been streamlined to obtain data using a post/retrospective pre-test design (questions evaluate prior and current attitudes after the completion of training). We also added the validated assessment, Attitudes Toward Health Care Teams Scale (Heinemann, Schmitt, Farrell, & Brallier, 1999). In summary, ICE is a program that allows trainees across the healthcare professions to experience interprofessional team care in the nursing home setting. Based on the post-experience assessment, health professions trainees’ attitudes toward IPE and team care were positive after participating in the program. Long-term goals include evaluating attitudinal change after multiple exposures to ICE. Given the importance of interprofessional teams in the delivery of quality, patient-centered healthcare, ICE is a potential strategy to teach these concepts to trainees from multiple professions.
J Interprof Care, 2015; 29(2): 170–172
Acknowledgements We would like to acknowledge the preceptors: Natalie Baker, Amanda Brown, Diane Clark, Charnetta Gadling-Cole, Marcia Green, Lillian Mitchell and Mark Swanson.
Declaration of interest The authors received support for their individual roles in the Interprofessional Clinical Experience from the Health Resources and Services Administration (HRSA)-funded Geriatric Education Center Grant (UB4HP19045). K.D.S. received support as a John A. Hartford Foundation Scholar Award from the Southeast Center of Excellence in Geriatric Medicine. C.J.B. received support from the VA Rehabilitation Research and Development Merit Review Award (E7036R). C.N.H. received support from the Donald W. Reynolds Foundation. C.S.R is supported by a Geriatric Academic Leadership Award from the National Institute on Aging (1K07AG31779) and was previously supported by the HRSA-funded Geriatric Education Center grant while she was at the University of Alabama at Birmingham. K.T.F has no disclosures and no conflicts of interest. The content of this article is solely the responsibility of the authors and does not necessarily represent the official views of any of the funding agencies. The authors report no conflicts of interest. The authors are responsible for the writing and content of the paper.
References Anderson, E., Manek, N., & Davidson, A. (2006). Evaluation of a model for maximizing interprofessional education in an acute hospital. Journal of Interprofessional Care, 20, 182–194. Heinemann, G.D., Schmitt, M.H., Farrell, M.P., & Brallier, S.A. (1999). Development of an attitudes toward health care teams scale. Evaluation and the Health Professions, 22, 123–142. Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel, May 2011. Washington, DC: Interprofessional Education Collaborative. Retrieved from https://www.aamc.org/download/ 186750/data/core_competencies.pdf Kanter, S.L. (2012). The nursing home as a core site for educating residents and medical students. Academic Medicine, 87, 547–548. Kirkpatrick, D.L. & Kirkpatrick, J.D. (2006). Evaluating training programs (3rd ed.). San Francisco, CA: Berrett-Koehler Publishers. Mezey, M., Mitty, E., Burger, S.G., & McCallion, P. (2008). Healthcare professional training: A comparison of geriatric competencies. Journal of the American Geriatrics Society, 56, 1724–1729. Reuben, D.B., Lee, M., Davis, J.W., Eslami, M.S., Osterweil, D.G., & Melchiore, S. (1998). Development and validation of a geriatrics attitudes scale for primary care residents. Journal of the American Geriatrics Society, 46, 1425–1430.
Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
