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Francis-Cracknell A1, Murphy L2, Lalor A3
1Monash University, Physiotherapy, Frankston, Australia, 2Monash University, Frankston, Australia, 3Monash University, Occupational Therapy, Frankston, Australia
Background: Universities need to prepare graduates to be responsible, effective global citizens equipped to engage in internationalised world. Initiatives such as Bologna Process support Universities to commit to prepare graduates for an international and intercultural workplace through mobility opportunities. Monash University has incorporated these priorities to “
collaborate with partners to meet the challenges of the age in service of national and international communities
”. In 2015/16 an innovation collaboration was piloted with students from now four disciplines from the Faculty of Medicine, Nursing and Health Sciences for a four week health immersion experience in the Indo-Pacific. Students from Physiotherapy, Occupational Therapy, Nursing/Midwifery, Paramedics, come together to experience health in another context. Students engage with a local University and in interprofessional small groups, are immersed in a local health service. Throughout the program students learn collaborative approaches to health care, the determinants of health and challenges/opportunities for health care.
The aim of this program is to develop graduate attributes including collaborative practice, resilience and work readiness including an international outlook and cultural sensitivity.
Purpose: To evaluate the impact of a four week interprofessional health immersion experience.
Methods: An action research approach was applied using Stringer's (2007) “Look-Think-Act” approach, to enhance teaching and learning practice, evaluate program impact upon student learning and generate new knowledge. Evaluation has included pre and post program student generated qualitative data and applying a modified version of the Interprofessional Attitudes Scale (IPAS) administered post program. The IPAS is a survey consisting of 27 questions each with a 5-point Likert scale response. The questions encompass five subscales; Teamwork, Roles/Responsibilities, Patient-Centeredness, Interprofessional Biases, Diversity/Ethics, and Community-Centeredness.
Results: Twenty Two student participants across 2016 and 2017 completed the post program IPAS scale. Items that had a mean rating of 4 or above, out of a maximum of 5, included the following:
· The shared learning helped me think positively about other professionals
· Learning with other students helped me become a more effective member of the health care team
· Patients would ultimately benefit if health sciences students worked together to solve patient problems
Qualitative comments from students indicated that the program was a challenging experience that also deepened their understandings of their roles as health care professionals.
“ .the experience was incredibly valuable and a rare opportunity in developing a deeper understanding into the functioning of the interdisciplinary team and personal reflection about one's own practice, the Australian healthcare system and the experience of living in another country .” (2016 program participant: post program survey).
Conclusion(s): Initial findings demonstrate that this program has elicited strong engagement in collaborative care practice and understanding from students and staff across several disciplines. It has broadened students´ professional development, preparedness for work, and cultural sensitivity. The program is now being expanded to include Medicine and Public Health Science disciplines with the current four disciplines in the second half of 2018 and expanding to include Cambodia.
Implications: Collaborative practice may be enhanced by shared immersion experiences that encourage students to explore with from and about each other for enhanced health outcomes.
Keywords: Collaborative care, Interprofessional Education, Cross Cultural
Funding acknowledgements: Not applicable
The aim of this program is to develop graduate attributes including collaborative practice, resilience and work readiness including an international outlook and cultural sensitivity.
Purpose: To evaluate the impact of a four week interprofessional health immersion experience.
Methods: An action research approach was applied using Stringer's (2007) “Look-Think-Act” approach, to enhance teaching and learning practice, evaluate program impact upon student learning and generate new knowledge. Evaluation has included pre and post program student generated qualitative data and applying a modified version of the Interprofessional Attitudes Scale (IPAS) administered post program. The IPAS is a survey consisting of 27 questions each with a 5-point Likert scale response. The questions encompass five subscales; Teamwork, Roles/Responsibilities, Patient-Centeredness, Interprofessional Biases, Diversity/Ethics, and Community-Centeredness.
Results: Twenty Two student participants across 2016 and 2017 completed the post program IPAS scale. Items that had a mean rating of 4 or above, out of a maximum of 5, included the following:
· The shared learning helped me think positively about other professionals
· Learning with other students helped me become a more effective member of the health care team
· Patients would ultimately benefit if health sciences students worked together to solve patient problems
Qualitative comments from students indicated that the program was a challenging experience that also deepened their understandings of their roles as health care professionals.
“ .the experience was incredibly valuable and a rare opportunity in developing a deeper understanding into the functioning of the interdisciplinary team and personal reflection about one's own practice, the Australian healthcare system and the experience of living in another country .” (2016 program participant: post program survey).
Conclusion(s): Initial findings demonstrate that this program has elicited strong engagement in collaborative care practice and understanding from students and staff across several disciplines. It has broadened students´ professional development, preparedness for work, and cultural sensitivity. The program is now being expanded to include Medicine and Public Health Science disciplines with the current four disciplines in the second half of 2018 and expanding to include Cambodia.
Implications: Collaborative practice may be enhanced by shared immersion experiences that encourage students to explore with from and about each other for enhanced health outcomes.
Keywords: Collaborative care, Interprofessional Education, Cross Cultural
Funding acknowledgements: Not applicable
Topic: Education
Ethics approval required: Yes
Institution: Monash University
Ethics committee: Monash University Human Research Ethics
Ethics number: 1586
All authors, affiliations and abstracts have been published as submitted.
