PWE-101 An innovative model of interprofessional education to improve staff confidence, competence, and multidisciplinary communication
Year: 2019
Type: conference-abstract
Abstract: Introduction We have introduced an innovative model of interprofessional education on the gastroenterology ward at Homerton University Hospital NHS Foundation Trust, United Kingdom (UK). The purpose of this model is to improve self-reported confidence and clinical competence of staff and to promote multidisciplinary communication. Methodology There are five phases of the education model. In phase one (1), reflective sessions were conducted for all ward nurses with an aim to develop a better understanding of the concept and to incorporate reflection into everyday clinical practice. Questionnaires pre and post-session were distributed. In phase two (2), once-monthly medical teaching sessions were organised for junior doctors and nurses over a one-year period (December 2017- November 2018). In phase three (3), a staff survey was conducted (June 2018), mid-way through the medical teachings to assess confidence in skills gained through attendance at these sessions. In phase four (4), five-minute poster reading sessions were introduced for nurses. These sessions were conducted once weekly over a five-month period (August 2018- December 2018). The poster was generated from preceding month’s medical teaching session. Qualitative semi-structured interviews were conducted to assess the quality of these sessions in phase five (5). Results Reflective sessions were arranged for 85% of the ward nurses (n=14 nurses). Pre and post–session questionnaires demonstrated good understanding of reflection and all nurses agreed that it enhanced thinking and analytical skills. Eleven medical teaching sessions were conducted over a one–year period (December 2017– November 2018). The total number of attendees was 79, 42% were doctors and 38% were nurses. All staff agreed that the sessions made them more confident in the management of particular cases. The majority also agreed that these sessions would change their practice. Staff survey results at six months (mid–way) were gathered from 36% of staff that had attended one or more of the teaching sessions. All agreed that they have been more confident in applying the skills taught and that the sessions promoted multidisciplinary communication. The total number of Poster reading sessions was 18 over the five– month period (August 2018– December 2018). Semi–structured interviews were conducted after five months of running the Poster reading sessions. All nurses agreed that the sessions enhanced confidence and clinical skills. Conclusions Implementing an interprofessional education model within a clinical area was challenging due to busy clinical commitments. However, these sessions have provided staff with an efficient way of learning within a clinical environment. These sessions have improved self-reported confidence and clinical skills, and promoted multi-disciplinary communication.
Source: Gut
Institution: Homerton University Hospital
Language: English
Subfield: General Health Professions
Field: Health Professions
Domain: Health Sciences
Open Access status: bronze
OpenAlex ID: W3021364031