Presentation 3 - Randwick Interprofessional Educators (RIPE)

Team Health Right Start Program Showcase 27 February 2012

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Right Start Forum

Randwick InterProfessional Educators (RIPE)

- a knowledge Partnership

Presenter(s): Robyn Endre - Manager GMSLC UNSW + (POWH, SESLHD) Jo Rimington – Pharmacy Ross Proctor – Cardiology Nurse Educator (POWH, SESLHD) Project Partners:

Glenn McEnallay Simulation and Learning Centre POWH (SESLHD), UNSW POWH Clinical school , UTS School of Nursing and Midwifery


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The start….


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Introduction & Background

RIPE - established by working group from Randwick Campus (nursing, medicine and pharmacy, physiotherapy, social work, exercise physiology midwifery and dietetics)

The final group for this pilot study was cross institutional with input from the Universities of Technology Sydney and the UNSW, School of Medicine.


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Objectives of the RIPE project

Work collaboratively as an interprofessional (IP) team in a simulated healthcare environment with realistic scenarios.

Integrate some of their clinical skills in a reality-based setting

Jointly prioritise the care of simulated patients Socialise inter-professionally early in their careers Compile useful collaborative patient records


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Venue

RIPE used the Glenn McEnallay Learning and Simulation Centre at Prince of Wales Hospital

Room set up as simulated cardiac ward: 3 patient beds, documentation and necessary props

Paid actors to play patients/carers


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Method

Prior to the simulation, RIPE members attended a 1.5 day workshop to gain a better understanding in the use of simulation as a training tool

RIPE group designed 3 different reality based scenarios set in an acute cardiac unit

Actors to familiarise themselves with their roles using guidelines/briefs developed by RIPE

Each scenario was developed as a two phase activity


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Method

Project ran on 29th November 2011 30 students in total split into 3 sessions over the day 6 final year medical students 6 pharmacy pre-registration graduates 6 final year social work students 6 final year nursing students 6 final year exercise physiology/physiotherapy

students


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Method

10 participants in each session (2 from each discipline – split into group A and group B and given unique RIPE number

Pre-briefing held explaining project and expectations Handover using ISBAR used to introduce the scenarios

from NUM for groups A and B Group A completed Phase 1 while Group B acted as

focused observers – up to 30 minutes NUM facilitated scenario and support from discipline

specific educators provided if needed


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Method

Simulation then paused and groups swapped roles Scenarios fast forwarded to four days later and

groups changed places – updated handover given Simulation activity (Phase 2) run for another 30

minutes facilitated by NUM where needed Team debrief held for all participants, facilitators,

observers and actors focusing on learning objectives Whole activity repeated twice more that day RIPE members debrief following simulation sessions


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Results

All 30 participants filled out a pre and post questionnaire developed by RIPE focusing on:

How well each discipline understood the roles and responsibilities of the others pre and post simulation using a 5 point Likert scale The second part was a series of questions designed to elucidate their understanding and awareness as individuals of interprofessional teamwork and communication

Pre Course Results:

Q 1: How do you rate your understanding of the roles of each of the following health professionals?

Pre

Post

Group Response

Individual Responses A. I understand my role as a member of an

Interprofessional team B. I feel more comfortable describing my professional role

to another ream member C. I have an awareness of the roles and boundaries of

other professional groups D. I have realistic expectations of other professionals in

the team E. I communicate effectively as a member of a

multidisciplinary team F. I have gained some new terminology

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Individual Responses

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Pre

Post


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Conclusion

Almost all participants improved their understanding of the roles and responsibilities of at least ONE other professional group

Subject awareness of the roles and responsibilities were raised to the greatest extent amongst Medical students particularly with regard to Allied Health

Results supported the hypothesis that an interprofessional exercise is valuable for new graduates


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Lessons Learned

What worked well: Scenarios involving 3 patients added to the rich

learning experience Use of NUM helped to facilitate the process and direct

some of the participants Flexible timeframes worked well Handover was very useful for participants Two phase scenario model successful – opportunity

to observe and participate


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Lessons Learned

Challenges: 3 patients and 5 students – sometimes difficult to get

“airspace” – maybe look at evening out the numbers? Sometimes difficult to hear due to number of people

in the room Some groups felt rushed? Debriefing needed more structure Scenario content to reflect involvement for each

discipline


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Lessons Learned

How can we improve the activity? Team game in pre-briefing – encourage teamwork Participants to introduce themselves and explain their

roles (after questionnaire) More ordered feedback process Reduce number of observers – non-participant Scenarios need an endpoint Keep timeframes flexible Good for Department Heads to observe?


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Where to from here?

Continue RIPE scenarios for our final year students twice yearly

Explore differences in focus of clinical reasoning among health professionals

Bank of scenarios to suit varying professions using regular RIPE group workshops

Explore different types of teamwork with standardised patients

Explore collaborations and opportunities for further research into patient/learning outcomes


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And finally…………from a participant!!

“Now that I am working in the wards at the Prince of Wales, I can really see the value of the simulation exercise, how it would reduce inappropriate referrals and improve team work, as we have a much clearer idea of what each profession does!”

Presentation 3 - Randwick Interprofessional Educators (RIPE)

Health & Medicine

Transcript of Presentation 3 - Randwick Interprofessional Educators (RIPE)