Academic Community Partnership to Enhance Quality Outcomes: A Pilot Study

Purpose:
This mixed methods pilot study was designed to assess a variety of learning and evaluation strategies in an interprofessional education (IPE) and collaborative practice (IPCP) environment, to improve patient outcomes, with seven health science programs/professions.

Background/Significance:
National health reports, accreditation standards, and research called for interprofessional collaboration to improve patient outcomes for nearly two decades. Little systematic evidence exists which links the preparation of nurses and health professionals to improved patient outcomes. Our pilot project provides an initial step in designing, developing, implementing, and evaluating an academic community partnership in IPE/IPCP designed to link to short and long-term patient outcomes.

Methods:
Thirty-one student volunteers from seven health science programs were randomly assigned to four teams for one semester. A pre- post-test design was used for the overall program and for each of four IPE focus areas over one semester. The IPE focus areas were: Roles and Responsibilities, Teams and Communication (a modified TeamSTEPPS program on quality and safety), Cultural Competence, Values and Ethics, and a culminating team experience using simulation. Three standardized, validated IPE/IPCP instruments were used throughout the semester. Additionally, a reflective assessment and debriefings were used following each session to capture qualitative data.

Results:
Preliminary analyses show a significant difference between pre-post-IPE perceptions by level of student on the overall Interprofessional Education Perception Scale and the Perception of Actual Cooperation subscale scores. Analysis of the Team Attitudes Questionnaire and ATTITUDES instruments is underway. Qualitative data indicate insightful and powerful student perceptions. Moreover, advanced students' reflections indicate an integration of the complexity of health care (HC) situations and environments as well as a desire to take a leadership role in changing and improving HC systems. Debriefing sessions provided meaningful feedback to guide refinements in learning and evaluation strategies.

Conclusions and Implications for Practice:
This pilot study provides beginning evidence that implementation of IPE/IPCP learning strategies can have significant short-term impact on team perception and functioning in future HC providers. Engagement of community partners to evaluate long-term patient outcomes is our next critical step.