Capital District Health Authority – Dalhousie University
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Capital District Health Authority – Dalhousie University Evaluation Plan Seamless Care Team Production of this publication/presentation has been made possible through a financial contribution from Health Canada. The views expressed herein do not necessarily represent the views of Health Canada. This project received approval from the Capital District Health Authority Research Ethics Board. Evaluation Matrix Challenges Goal Scope of the Project To prepare pre-licensure health professional learners from Dalhousie University to become competent collaborative practitioners by creating an innovative model of care for patients with key health conditions who are transitioning from acute care to the community New Instruments Evaluation Matrix Data Collection Methods Evaluation Questions Observations of Team Meetings Online WebCT Discussions Audio Recordings of Team Meetings Interviews Focus Groups Survey: Readiness for Interprofessional Learning Surveys: Perceived Self- Efficacy for Interprofessional Practice for Faculty and Integrative Preceptors Survey: Team Reflective Exercise Survey: Patient Self-Management Scale 1.Is Seamless Care an effective educational intervention? What are the outcomes for learners, faculty/preceptors, and patients? X X X X X X X X X 2. What social, educational, organizational or other elements of this intervention made this project successful or not? What other factors facilitated or hindered the intervention? X X X X X X X X X 3. How involvement in this collaborative experience affect learners’ and faculty/preceptors’ perception of the value of interprofessional learning? X X X X X X X X X 4. What is the nature of the relationship of Integrative Preceptors and Discipline Preceptors with the teams? How does the relationship impact on the team performance? X X X X X 5. Is interprofessional collaboration an effective model for patients who are making the transition from hospital to home or community? X X X X X 6. What organizational, educational and social or other obstacles do participants (learners, faculty/preceptors, and patients) encounter? X X X X X Outcomes (Modified Kirkpatrick Model) Student Learners Faculty Patients Clinical Site 1. Reaction -Team Reflective Exercise Authors: Mann, Rasmussen & Beanlands. -Post- Intervention Focus Groups -Team Reflective Exercise Authors: Mann, Rasmussen & Beanlands. -Post- Intervention Focus Groups -Post Semi-Structured Interview 2a. Modification of attitudes/ perceptions -Readiness for Interprofessional Learning Scale (RIPLS) Authors: Parsell & Bligh. -Attitudes Toward Health Care Teams (ATHCT) Authors: Heinemann, Schmitt & Farrell. - Readiness for Interprofessional Learning Scale (RIPLS) for Faculty/Preceptors Authors: Mann, McFetridge- Durdle & Sarria. -Attitudes Toward Health Care Teams (ATHCT) Authors: Heinemann, Schmitt & Farrell. 2b. Knowledge and skill acquisition -Self-efficacy Measure of Interprofessional Practice Competencies for Students Authors: Mann, McFetridge- Durdle & Sarria. -Perceived Self-Efficacy For Facilitating Interprofessional Learning for Faculty Authors: Mann, McFetridge- Durdle & Sarria. _ Perceived Self-Efficacy For Facilitating Interprofessional Learning for Integrative Preceptors. Authors: Mann, McFetridge- Durdle & Sarria. -Patient Self-Management Scale (work in progress) 3. Behavioral change -Team Reflective Exercise Authors: Mann, Rasmussen & Beanlands. -Post Semi-Structured Interview -Patient Self-Management Scale (work in progress) 4a. Change in organizational practice (work in progress) 4b. Benefits to patients/clients -Post- Intervention Focus Groups - Audio Recordings -Observations -WebCT discussions. -Post- Intervention Focus Groups -Post Semi-Structured Interview Project Co- Applicants: Joanne Clovis, Ph.D., Dip.Dh Blye Frank, Ph.D. Susan Mansour, BSc (Pharmacy) Ruth Martin Missener, Ph.D. Greta Rasmussen, BAA (IT), Med. Richard Rowe, MBBS, MAEd, FRCPC Helen Ryding, BDS,MSc,FACD Joan Versel, MScOT, Ph.D. Lucille Wittstock,MN,RN. Project Leads: Karen Mann, Ph.D. Judy Mc Fetridge-Durdle, Ph.D. RN
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Capital District Health Authority – Dalhousie University. Goal. New Instruments. Evaluation Plan. - PowerPoint PPT Presentation
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Capital District Health Authority – Dalhousie University
Evaluation Plan
Seamless Care Team
Production of this publication/presentation has been made possible through a financial contribution from Health Canada. The views expressed herein do not necessarily represent the views of Health Canada. This project received approval from the Capital District Health Authority Research Ethics Board.
Evaluation Matrix Challenges
Goal
Scope of the Project
To prepare pre-licensure health professional learners from Dalhousie University to become competent collaborative practitioners by creating an innovative model of care for patients with key health conditions who are transitioning from acute care to the community
New Instruments
Evaluation Matrix Data Collection Methods
Evaluation Questions
Observations of Team Meetings
Online WebCT Discussions
Audio Recordings of Team Meetings
Interviews Focus Groups Survey: Readiness for Interprofessional Learning
Surveys: Perceived Self- Efficacy for Interprofessional Practice for Faculty and Integrative Preceptors
Survey: Team Reflective Exercise
Survey: Patient Self-Management Scale
1.Is Seamless Care an effective educational intervention? What are the outcomes for learners, faculty/preceptors, and patients?
X X X X X X X X X
2. What social, educational, organizational or other elements of this intervention made this project successful or not? What other factors facilitated or hindered the intervention?
X X X X X X X X X
3. How involvement in this collaborative experience affect learners’ and faculty/preceptors’ perception of the value of interprofessional learning?
X X X X X X X X X
4. What is the nature of the relationship of Integrative Preceptors and Discipline Preceptors with the teams? How does the relationship impact on the team performance?
X X X X X
5. Is interprofessional collaboration an effective model for patients who are making the transition from hospital to home or community?
X X X X X
6. What organizational, educational and social or other obstacles do participants (learners, faculty/preceptors, and patients) encounter?
X X X X X
7. What are the lessons learned from the first year that may inform the second year X X X X X X X X
8. What are the lessons learned from the project as a whole for interprofessional learning? X X X X X X X X X
Outcomes (Modified Kirkpatrick Model)
Student Learners Faculty Patients Clinical Site
1. Reaction -Team Reflective Exercise Authors: Mann, Rasmussen & Beanlands.-Post- Intervention Focus Groups
-Team Reflective Exercise
Authors: Mann, Rasmussen & Beanlands.-Post- Intervention Focus Groups
-Post Semi-Structured Interview
2a. Modification of attitudes/perceptions
-Readiness for Interprofessional Learning Scale (RIPLS) Authors: Parsell & Bligh. -Attitudes Toward Health Care Teams (ATHCT) Authors: Heinemann, Schmitt & Farrell.
- Readiness for Interprofessional Learning Scale (RIPLS) for Faculty/Preceptors Authors: Mann, McFetridge-Durdle & Sarria.-Attitudes Toward Health Care Teams (ATHCT)Authors: Heinemann, Schmitt & Farrell.
2b. Knowledge and skill acquisition
-Self-efficacy Measure of Interprofessional Practice Competencies for Students Authors: Mann, McFetridge-Durdle & Sarria.
-Perceived Self-Efficacy For Facilitating Interprofessional Learning for Faculty Authors: Mann, McFetridge-Durdle & Sarria._ Perceived Self-Efficacy For Facilitating Interprofessional Learning for Integrative Preceptors. Authors: Mann, McFetridge-Durdle & Sarria.
-Patient Self-Management Scale (work in progress)
3. Behavioral change -Team Reflective Exercise Authors: Mann, Rasmussen & Beanlands.
-Post Semi-Structured Interview-Patient Self-Management Scale (work in progress)
4a. Change in organizational practice
(work in progress)
4b. Benefits to patients/clients -Post- Intervention Focus Groups- Audio Recordings-Observations-WebCT discussions.
-Post- Intervention Focus Groups -Post Semi-Structured Interview
Project Co- Applicants:
Joanne Clovis, Ph.D., Dip.DhBlye Frank, Ph.D. Susan Mansour, BSc (Pharmacy)Ruth Martin Missener, Ph.D.Greta Rasmussen, BAA (IT), Med.
Richard Rowe, MBBS, MAEd, FRCPC Helen Ryding, BDS,MSc,FACD Joan Versel, MScOT, Ph.D. Lucille Wittstock,MN,RN.
Project Leads:
Karen Mann, Ph.D. Judy Mc Fetridge-Durdle, Ph.D. RN
