Introducing a post-registration interprofessional learning programme for healthcare teams

Abstract

Introduction: Few studies have evaluated interprofessional learning (IPL) and teamworking in active clinical teams. The aim of this study was to evaluate an IPL programme offered to established clinical teams by assessing team climate before, during and after the intervention.

Methods: A previously validated questionnaire, that explored team members’ views of team climate, was administered before the IPL programme, at four months following facilitated meetings, and again at eight months. Responses were analysed using one-sample and independent samples t-tests.

Results: Nine teams, made up of 79 individuals, agreed to join the IPL programme. After four months, during which time the teams were supported by an educational facilitator, the overall team climate increased by 8.0% of the maximum possible score of the questionnaire (95% confidence interval = 7.4% to 8.6%). This difference was highly statistically significant (p-value <0.001) and similar increases in scores were seen in each section of the questionnaire. This significant change was sustained after a further four months when the programme continued without the support of an educational facilitator.

Conclusion: An IPL programme, such as the one described in this paper, can improve team climate and raise awareness of professional roles within established clinical teams.

Practice points

• Although there are studies that evaluate pre-registration interprofessional learing programmes, there is little research evaluating interprofessional learning programmes and teamworking in active clinical teams.

• Purposeful and structured facilitation of established interprofessional healthcare teams can lead to improvements in perceptions of team climate and teamworking.

• Further research is needed to confirm the effect of interprofessional learning on teamworking and the benefits to patient care and patient safety.

Additional information

Notes on contributors

F. Watts

FIONA WATTS BSC (HONS), RGN, works as Co-ordinator for the Centre for Interprofessional Practice. She played a key role in the design of this study and in implementing the post-registration interprofessional learning programme for healthcare teams. She continues to develop this with a particular interest in patient safety.

S. Lindqvist

SUSANNE LINDQVIST BSC, MA, PhD, is Director of the Centre for Interprofessional Practice and Lecturer in Interprofessional Practice. She was instrumental in setting up a pre-registration programme for healthcare students throughout their professional training, and was involved with the design and implementation of this study and development of the post-registration programme.

S. Pearce

SHIRLEY PEARCE BA, MPhil, PhD, formerly Dean of the Institute of Health and Director of the Centre for Interprofessional Practice at the University of East Anglia, is now Vice-Chancellor of Loughborough University. She was instrumental in setting up the Centre, and was heavily involved in the development of both the pre- and post-registration programmes.

M. Drachler

MALU DRACHLER, MD, MPhil, PhD, is Senior Lecturer in Health Statistics. Her research concentrates on social inequalities in health and equity in care provision oriented by user and staff views, and epidemiological information. She carried out the statistical analysis and participated in the writing up of the paper.

B. Richardson

BARBARA RICHARDSON, PhD, MSc, FCSP is Reader in Physiotherapy in the Faculty of Health with research interests in professional socialisation and professional identity. She contributed to the analysis and interpretation of results and co-ordinated writing for publication.