Development, assessment, and evolution of an interprofessional activity with senior nursing and pharmacy students: application of quality improvement in interprofessional education (IPE)

Purpose: Concurrent development IPE activities and an assessment strategy is essential for informed evolution of such initiatives. This study provides an active example of the progression of IPE at an institution utilizing an active assessment plan.

Background: IPE is advocated as a method to develop students who are prepared for interprofessional practice, which is essential for optimal patient outcomes. While IPE has been integrated in many health professional curricula, focus on assessment is needed to ensure obtainment of educational outcomes and truly prepare students for interprofessional collaboration in the work place.

Description of Intervention/Program: IPE activities were developed through a multidisciplinary committee consisting of health profession faculty and students. Additionally the committee developed an assessment strategy to evaluate IPE initiatives. One activity implemented over the last three years involves senior nursing and pharmacy students collaboratively addressing a complex patient care simulation. Students complete a pre/post survey evaluating the impact of the activity on their readiness for interprofessional practice, IPE perceptions, and activity impact. Group care plans and group evaluations are also evaluated.

Results: Quantitative and qualitative data are reviewed by the committee annually to make informed decisions for future iterations of the activity.

Conclusion: Execution of a clear assessment plan is essential to fulfill learning objectives for IPE activities. Feedback from an educational activity allowed for continuous improvement, ensuring impact on student learning, and illustrates the necessity of assessment within IPE.

Relevance to IPE or Practice: The study conveys three key points that would be helpful to other institutions implementing IPE. First, the study illustrates the importance of assessment planning when implementing IPE activities. Second, the assessment plan presented serves as an example for others. Lastly, the study provides an active example of applying the assessment plan to iterations of an IPE activity.

Seminar Outline/Timeframe of Presentation and Interactive Discussion:

1. Opening discussion on IPE and assessment of IPE activities (10 minutes)
2. Integration of IPE into the University curriculum and details regarding the senior IPE activity (10 minutes)
3. Development of an IPE assessment plan and application to the senior IPE activity (10 minutes)
4. Interprofessional groupwork: 5-6 multidisciplinary group members provided student feedback from an IPE activity and must determine potential adjustments to the activity for future iterations (10 minutes)
5. Interprofessional groupwork: In the same group, discuss potential adjustments to the assessment plan for IPE activities for the activity discussed previously as well as at group members’ own institutions.
6. Large group discussion of group work including information gleaned from student feedback, proposed changes for future activities, and ideas for assessment planning, both for the activity presented and for participants’ own institutions.

Two to Three measureable learning objectives relevant to conference goals:

1. To demonstrate successful development and application of assessment strategies in IPE activities.
2. To guide use of student feedback in the improvement of IPE activities
3. To stimulate discussion regarding assessment planning within IPE