Promoting reflection by using contextual activity sampling · Starting point of my research •To...

Promoting reflection by using contextual activity sampling

Hanna Lachmann, Clinical senior lecturer, RN, PhD

Starting point of my research

• To introduce and adapt Contextual Activity

sampling system (CASS) methodology for

clinical educational use.

• To contribute to a broader understanding

about how students experience

interprofessional learning activities

Hanna Lachmann NIPNET, 2014

” IPE occurs when members

of two or more professions

learn with, from and about

each other to improve

collaboration and the

quality of care” (CAIPE, 2002)

Interprofessional education (IPE)

Students on the IPTW Södersjukhuset


Interprofessional Training Ward (ITPW)

Aims to provide healthcare

students opportunities to

practise clinical skills and

to apply theoretical

knowledge in real settings (Fallsberg & Wijma, 1999; Ponzer et al., 2004; Hylin et al. 2007)



Academic emotions

Learning is not a purely

cognitive or individual matter

Emotions, e.g., stress anxiety,

boredom, enthusiasm and joy

connected to learning activities

are important contributors to

the students’ study results Students on the IPTW Södersjukhuset


Contextual Activity Sampling System CASS


OBJECTIVES

To investigate if using Contextual activity

sampling system (CASS) impacts on

students’ academic emotions, readiness

for interprofessional learning and their

experiences of team collaboration during

a interprofessional training ward course


Participant's



Mixed methods study


‘Teamwork and collaboration’

‘Negative professional identity’

‘Positive professional identity’

‘Roles and responsibility’

Readiness for interprofessional learning scale

(RIPLS)

http:images.google.se

(Parsell & Bligh, 1999; McFadyen et al., 2005;

Lauffs et al. 2008; King et al., 2012)


Experiences during ongoing course


Interview


Data gathering

Questionnaires were sent to the students’ mobile phones five times during the study day

Student on the IPTW Södersjukhuset answer a CASS questionnaire


The CASS questions

Learning experiences

Experience of Collaboration and interaction Emotions

(positive & negative)

Experience of importance and commitment

Feelings of competence and challenge

– flow –

Experience of Stress


Visualisation of collected CASS data

One student’s reported experience related to ongoing activities

On my way home Stress is low competence is high

Taking care of confused patient Stress is high competence is low

Interest

Competence

Challenge

Stress


Students’ comments about CASS

... good routine, not hard or difficult ...

... it had clear questions about how you feel ...

... I have evaluated myself several times a day…

... no problem, Simply structured ...

I thought about what I actually was doing and why, instead of doing it out of routine ...


‘teamwork and collaboration’


Experience of stress

2.55

4.40


Awareness


Students’ comments about awareness

In the beginning of this IPTW course I learned a lot from the other, and now I noticed that others also learn from me…

…It has been great to get a more realistic picture of what

I can expect from the other professions and what I have to take more responsibility

about...


The CASS methodology:

capture students’ experiences in clinical context

support the students’ reflection

impact on their:

experiences of on-going activities

interprofessional collaboration

decrease experience of stress during clinical practice

provides students with opportunities to learn from their own performance

Conclusion


Take home message

Students on the IPTW Södersjukhuset answer a CASS questionnaire


Thank you for your attention

[email protected]

Hanna’s thesis: Contextual activity sampling : a method to develop clinical interprofessional education

included papers Study 1

Introducing and adapting a novel method for investigating learning

experiences in clinical learning environments

(Informatics for Health and Social Care, 2012)

Study 2

Capturing students’ learning experiences and academic emotions at

an interprofessional training ward

(Journal of interprofessional care, 2013)

Study 3

Students’ experiences of collaboration during and after an interprofessional

training ward course: a mixed methods study

(International Journal of Medical Education, 2013)

Study 4

Promoting reflection by using contextual activity sampling:

a study on students’ interprofessional learning

(Journal of interprofessional care, 2014)


Doctoral Theses: http://hdl.handle.net/10616/41700

Promoting reflection by using contextual activity sampling · Starting point of my research •To...

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