Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443177
Title: Interprofessional education in health and social care : instrument evaluation and results from a controlled longitudinal study
Author: McFadyen, Angus Kennedy
ISNI:       0000 0001 3624 0469
Awarding Body: Glasgow Caledonian University
Current Institution: Glasgow Caledonian University
Date of Award: 2007
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Abstract:
The aims of this study were two-fold in that psychometrically acceptable interprofessional education research instruments were to be presented and then, given these acceptable instruments, the effect of a two-year interprofessional education intervention was to be evaluated. Two existing research instruments, the Readiness for Interprofessional Education Scale (RIPLS) (Parsell and Bligh 1999) and the Interdisciplinary Education Perception Scale (IEPS) (Luecht et al 1990) were identified as containing appropriate items and sub-scales. Baseline data from 7 first-year health and social care groups of students (n = 308), who would eventually form the control group for the longitudinal study, was used to assess both existing instruments. Structural Equation Modelling (SEM) was then used to restructure each instrument and all aspects of the reliability of each instrument were assessed. These adapted versions of the instruments were then assessed for stability using a subsequent dataset collected, from the same group of students (n = 287), six months later. Both adapted instruments have subsequently been published (McFadyen et al 2005b, 2006a and 2007). The effect of the interprofessional intervention was determined using a subsequent group of students,t he experimentalg roup, who enrolled one year later onto one of the same 7 health and social care programmes. Only those students in the experimental group received,o ver the two-year period of the study, the interprofessionael ducation intervention.D ata collection occurredt wice yearly (Septembera nd April) for both the experimental group of students and for the control group of students whose baseline datah ad allowed for the instrumenta daptationw ork to be carried out. The effect of the intervention was analysed using a repeated measures design with three main factors, Group, Time and Profession along with, where appropriate second level and third level interactions. Due to the level of data not attributable to individual subjects, a restricted maximum likelihood (REML) model was employed for the analysis of each instrument sub-scale. The sub-scalesa nalysedr epresentedth e constructso f. teamwork and collaboration, negative professional identity, positive professional identity, roles and responsibilities, competency and autonomy, perceived need for co-operation and finally, perception of actual co-operation. Significant effects were found in Group*Profession*Time interaction for the constructs measuring: teamwork and collaboration (p < 0.001), negative professional identity (p = 0.006), positive professional identity (p < 0.001) and perceived need for co-operation (p = 0.003). Significant Group*Time effects were found for all constructs (p < 0.001) with the exception of roles and responsibilities and the perceived need for co-operation. The results appear to confirm finding previously reported (Pollard et al 2006) in that health and social care students are, in general very positive in their attitudes to interprofessional education and that clinical placement periods appear to influence their attitudes and perceptions. Significant professional differences were found in this study for some constructs. Similar findings regarding a profession effect have also previously been reported (Tunstall-Pedoe et al 20003) but other studies (Hayward et al 1996, Horsburgh et al 2001) have suggested no profession effect. Direct comparisons between studies are however difficult given the use of different instruments measuring different constructs, students with a greater or lesser degree of experience and students from different professions. The importance of which constructs should being assesseda t what level of experience has been highlighted. Issues such as the effect of different learning and teaching strategies employed by different professions during the study along with the length and content of clinical placement periods have however been raised as possible future research areas. The current study reported here is however unique in that is longitudinal with a control group. With the intention that the current students will be followed into their professional practice, it is anticipated that within a few years, the full impact on patient care of a four-year interprofessional undergraduate intervention will be known.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.443177  DOI: Not available
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