Objective 7: Methods of Evaluation of the IPE Component of the Placement

As a Clinical Team offering IPE placements, you will want to know whether you have been successful in implementing your placement.

As a Clinical Team offering IPE placements, you will want to know whether you have been successful in implementing your placement.

  • What were the students’ and CLU members’ perceptions and attitudes towards IPE?
  • Did the students achieve both their specific professional objectives as well as interprofessional practice competencies?
  • Was the placement successful from the point of view of all CLU members, patients and students?

Evaluation of these outcomes and critical reflection about the placement will identify strengths and weaknesses and enable changes to be made for future placements.

Formative Assessment

Ongoing feedback between CLU members and students during the placement helps students, preceptors and other CLU members to adjust behaviours and gain the most from the IP experience. Structured reflective exercises facilitate this process.

Summative Assessment

What?

An assessment of perceptions and attitudes to IPE, the success of the IPE placement (content and process) as well as evaluation of student learning in an assessment of whether they have achieved the learning objectives Pre and post-placement evaluation (past experiences, expectations).

When?

Both during the placement (formative assessment) and at the end of the placement (summative assessment)

How?

  • Pre-post IP perceptions questionnaire (students)
  • Formative assessment: ongoing feedback between CLU members and students during the placement; structured reflective exercises
  • Summative assessment of student IP Learning and Collaborative Competencies
  • Student evaluation of the IP placement experience
  • Post placement feedback/debriefing of preceptors and CLU

Who?

All members of the CLU and the students can provide feedback and contribute to evaluating the success of the IP placement. The preceptor will use feedback from the clinical team and from patients to help form an assessment of students’ IP practice skills. The IPE Coordinator will coordinate the evaluation process.

Evaluation Tools

Interprofessional Placement Evaluation: Pre-post IP Perceptions Questionnaire for Students

This questionnaire is also available as a PDF.

The Pre-post IP Perceptions Questionnaire for Students questionnaire assesses the perceptions of students about IP learning and interactions of health care professionals and may be used both prior to and following a placement to test change in perceptions.

Adapted from The University of the West of England, Bristol Entry Level Interprofessional Questionnaire.

Interprofessional Learning Strongly Disagree Disagree Neutral Agree Strongly Agree
1. My skills in communicating with patient/clients would be improved through learning with students from other health and social care professions.
2. My skills in communicating with other health and social care professionals would be improved through learning with students from other health and social care professions.
3. I would prefer to learn only with peers from my own profession.
4. Learning with students from other health and social care professions is likely to facilitate subsequent working professional relationships.
5. Collaborative learning would be a positive experience for all health and social care students.
6. Learning with students from other health and social care professions is likely to help overcome stereotypes that are held about the different professions.
7. I would enjoy the opportunity to learn with students from other health and social care professions.
8. Learning with other health and social care professions is likely to improve the service for the patient/client.
Interprofessional Interaction Strongly Disagree Disagree Neutral Agree Strongly Agree
9. Different health and social care professionals have stereotyped views of each other.
10. The line of communication between all members of the health and social care professions is open.
11. There is a status hierarchy in health and social care that affects relationships between professions.
12. Different health and social care professions are biased in their views of each other.
13. All members of health and social care professions have equal respect for each discipline.
14. It is easy to communicate openly with people from other health and social care disciplines.
15. Not all relationships between health and social care professions are equal.
16. Health and social care professionals do not always communicate openly with one another.
17. Different health and social care professions are not always cooperative with one another.

Pollard KC, Miers ME, Gilchrist M. Collaborative learning for collaborative working? Initial findings from a longitudinal study of health and social care students. Health and Social Care in the Community 12(4), 346-358. 2004.

Interprofessional Placement Evaluation: SEIPCLE IPE Student Entrance Questionnaire

This questionnaire is also available as a PDF.

The IPE Pre Placement Student Survey form asks students to provide information about their prior interprofessional experience. This can be used both for planning and evaluation of a placement.

Student Entrance Questionnaire for SEIPCLE

Name:

Instructions:

Background Information

The questions below ask about your expectations regarding the Interprofessional Placement Activities that you may engage in during this placement. Your answers will remain anonymous and help us to consider appropriate changes to the activities for future students.

1. In what profession are you currently training?

2. What is the name of your educational institution?

3. Briefly describe the types of past placements/experiences you have had (ie. acute care, rehabilitation, long term care, mental health, obstetrics, etc.).

Expectations of this Placement

4. Were you aware that this unit is developing into a Collaborative Learning Unit?

5. What influenced your choice of this particular unit for your placement?

6. What expectations do you have for this placement that are: similar to past placements? different from past placements?

7. What do you hope to learn from this placement?

8. Do you have any concerns about this placement? Please elaborate.

9. What makes you most excited about this opportunity?

10. Do you expect this placement will influence your future practice? In what way?

Interprofessional Placement Evaluation: Assessment of Interprofessional Collaborative Competencies

This assessment is also available as a PDF.

The form Assessment of Interprofessional Collaborative Competencies may be used to assess IP competencies at the mid-point and end of a student placement, in addition to the profession specific evaluation.

Mark with a X on the scale to denote competency level.

Knowledge

1. Demonstrates knowledge of the scopes of practice of other disciplines in providing quality patient care.

  1. Novice
  2. Emerging/Intermediate
  3. Entry to Practice

2. Is able to effectively represent his/her own profession to patients and colleagues.

  1. Novice
  2. Emerging/Intermediate
  3. Entry to Practice

3. Demonstrates understanding of the essentials for collaborative teamwork including interprofessional team dynamics, communication skills and conflict resolution within the context of a well-functioning team.

  1. Novice
  2. Emerging/Intermediate
  3. Entry to Practice
Interpersonal and Communication Skills

4. Demonstrates effective communication skills with team members from other disciplines and with patients and families.

  1. Novice
  2. Emerging/Intermediate
  3. Entry to Practice

5. Participates collaboratively as a health team member to support patients’/clients' achievement of their expected health outcomes through assessment, planning, provision and review of care for individual patients/clients.

  1. Novice
  2. Emerging/Intermediate
  3. Entry to Practice

6. Recognizes causes of conflict and demonstrates the ability to manage situations of conflict.

  1. Novice
  2. Emerging/Intermediate
  3. Entry to Practice

7. Uses self- reflection to evaluate his/her effectiveness as a team member and modifies behavior accordingly.

  1. Novice
  2. Emerging/Intermediate
  3. Entry to Practice
Attitudes

8. Recognizes and respects the roles, responsibilities and competence of other professions in relation to one’s own.

  1. Novice
  2. Emerging/Intermediate
  3. Entry to Practice

9. Demonstrates understanding and respect for the values and beliefs of the various health professions.

  1. Novice
  2. Emerging/Intermediate
  3. Entry to Practice

10. Demonstrates understanding and respect for the role of the patient/client.

  1. Novice
  2. Emerging/Intermediate
  3. Entry to Practice

Comments:

Student Name:

Student Signature:

Preceptor Name:

Preceptor Signature:

IPE Coordinator Name:

IPE Coordinator Signature:

Placement site/unit:

Assessment form based on: IP Collaborative Competencies (UBC 2008), Barr (1998).

Interprofessional Placement Evaluation: SEIPCLE IPE Student Exit Questionnaire

This questionnaire is also available as a PDF.

Students may evaluate their IP experience using the SEIPCLE IPE Student Post Placement Feedback form as well as through reflective exercises and journals.

Student Exit Questionnaire for SEIPCLE

Name:

Instructions:

Background Information

The questions below ask about your experiences regarding the Interprofessional Placement Activities that you engaged in during this placement. Your answers will remain anonymous and will help us to consider appropriate changes to the activities for future students.

Expectations of this Placement
  1. What were your overall impressions of this placement?
  2. What is your understanding of a Collaborative Learning Unit?
  3. What surprised you most about the placement?
  4. What did you find most challenging about this placement?
  5. How was this placement similar to/different from previous clinical experiences? Please elaborate (for example, supervision, learning opportunities, communication within the team, student’s communication with the team, collaboration, patient/client-centred practice, patient involvement).
  6. Was the Interprofessional Shadowing Activity (or other IP activities) educational and/or useful? Please provide examples. Did this activity influence your participation with the team in any way? (ie. increased communication, decreased anxiety in sharing at team meetings, increased understanding of scopes of practice of other CLU members, increased awareness of the patient perspective)
  7. Do you think this experience may influence your future practice? In what way?
  8. Will you look for opportunities to work in a CLU in the future? Why or why not? Please explain.
  9. Feedback related to future student placements? (Don’t change..., Please consider...)

Interprofessional Placement Evaluation: SEIPCLE IPE Clinical Education Survey for CLU Members

This survey is also available as a PDF.

In preparation for interprofessional placements, this survey will provide an opportunity for you to reflect on your knowledge, skills and attitudes toward interprofessional education placements for learners from Queen’s University.

Interprofessional Clinical Education Survey for Clinical Unit Members
Interprofessional Education Strongly Disagree Mostly Disagree Somewhat Disagree Neither Agree nor Disagree Somewhat Agree Mostly Agree Strongly Agree
I am well prepared to practice from an IP perspective.
I am well prepared to educate from an IP perspective.
I believe that interprofessional education is important to the work I do.
I am comfortable sharing my perceptions and experiences about how interprofessional practice influences my work.
Clinical Education Strongly Disagree Mostly Disagree Somewhat Disagree Neither Agree nor Disagree Somewhat Agree Mostly Agree Strongly Agree
I have a clear understanding of the difference between a uniprofessional placement and an interprofessional placement.
I see clinical education for learners as part of my work on this CLU.
I welcome the opportunity to provide learners with clinical placements in my work.
Learners add to the effectiveness of the care that is delivered in this CLU.
I have experience as a preceptor for learners from my own profession.
I have experience as a preceptor for learners from other professions.
I would value the opportunity to contribute to the education of learners of other professions.
Patients have a significant role to play in the education of learners in this CLU.
Educational Opportunities for Learners: I would be interested in assisting with the following components of IP placements for learners: Strongly Disagree Mostly Disagree Somewhat Disagree Neither Agree nor Disagree Somewhat Agree Mostly Agree Strongly Agree
Allowing students from diverse professional backgrounds to shadow me in my practice.
Facilitating an interprofessional tutorial session in an area of my expertise for a group of IP learners (ie. patient safety; ethical team decision making; scopes of practice).
Offering input to IP student presentation topics.
Attending IP student presentations.

Additional Comments:

If you wish to discuss your thoughts and ideas in person please contact: Anne O’Riordan, Clinical Educator, Office of Interprofessional Education & Practice, Queen’s University, ao3@queensu.ca, 613-533-3182.

Interprofessional Placement Evaluation: SEIPCLE IPE Feedback Form from CLU Members

This form is also available as a PDF.

Post placement feedback/debriefing of preceptors and CLU

After the placement, a CLU meeting, coordinated by the IPE Coordinator, may be held to give the opportunity for debriefing and feedback from preceptors and CLU members.

The form IPE Feedback from Clinical Faculty may be used to record feedback.

IPE Feedback from Clinical Learning Unit Members
PART A: About yourself
  1. Clinical Learning Unit:
  2. Approximately how many students have you supervised? 1-5 / 5-10 / >10
  3. Were you involved in any of the IPE tutorial sessions/shadowing/structured reflection?
PART B: Interprofessional Learning Experiences
  1. The IPE objective of this placement included increasing the students’ understanding of the role, contributions and expertise of other health professionals, as well as gaining an understanding of the importance of interprofessional collaboration. Program specific IPE objectives included:
    • From your perspective, were these objectives met?
    • Please provide specific examples:
  2. Do you think attending the tutorials affected the student and his/her learning or attitudes overall? Please be specific as possible. Please provide examples.
  3. Do you think the shadowing experiences (professional and patient shadowing) affected the student and his/her learning and attitudes overall? Please be as specific as possible. Please provide examples.
  4. Do you think the structured reflective exercises affected the student and his/her learning and attitudes overall? Please be as specific as possible. Please provide examples.
  5. In comparing this IPE placement to other traditional placements, have you noticed a difference in the students’ learning or your supervision experience?
  6. Do you have any suggestions for how to increase students’ interprofessional learning and collaboration in general?
  7. Do you have any suggestions regarding the IPE placement overall?