Abstract
Inter-professional education (IPE) allows students from two or more related professional programs to learn with, about and from each other. We identified clinical skills that are taught within both the Advanced Diploma of Veterinary Nursing (ADVN) and the Bachelor of Veterinary Medicine (BVM) courses at our institution and piloted an IPE session to understand if it impacts students’ inter-professional views and confidence performing clinical skills.
We ran a two-hour IPE lab for 17 ADVN and 23 BVM students. Students were taught a new skill together and then students taught the other cohort skills they had previously learnt. Student’s views were gathered using the validated SPVIEWS survey pre- and post-lab¹, with additional questions regarding their confidence in performing the skills on a 5-point Likert
scale.
13 ADVN and 11 BVM completed both pre- and post-lab surveys. Results showed positive changes in mean scores post-lab for benefits of learning with the other profession (ADVN (mean±SD) 3.71±0.31 to 4.03±0.27 and BVM 4.48±0.1 to 4.75±0.16), leadership and speaking up (ADVN 3.0±0.33 to 3.6±0.21 and BVM 3.7±0.45 to 4.18±0.37), benefits of teamwork (ADVN 3.75±0.23 to 3.62±0.29 and BVM 4.65±0.16 to 4.8±0.08), and confidence in clinical skills (ADVN 3.08±0.72 to 3.97±0.22, and BVM 3.96±0.79 to 4.51±0.44). Following the lab, 67% and 91% of ADVN and BVM respectively felt the learning objectives had been achieved.
IPE offers benefits to professionals, clients and patients as it fosters strengthened teamwork and communication, and better understanding of each profession’s roles. Challenges to IPE include logistical constraints, staff and student buy-in². Our session overcame these to create a successful learning experience for both student cohorts with students gaining confidence as well as improved inter-professional communication and clinical skills.
IPE sessions can successfully incorporate clinical skills for veterinary and veterinary nursing students allowing for broader learning outcomes compared to traditional clinical skills teaching.
We ran a two-hour IPE lab for 17 ADVN and 23 BVM students. Students were taught a new skill together and then students taught the other cohort skills they had previously learnt. Student’s views were gathered using the validated SPVIEWS survey pre- and post-lab¹, with additional questions regarding their confidence in performing the skills on a 5-point Likert
scale.
13 ADVN and 11 BVM completed both pre- and post-lab surveys. Results showed positive changes in mean scores post-lab for benefits of learning with the other profession (ADVN (mean±SD) 3.71±0.31 to 4.03±0.27 and BVM 4.48±0.1 to 4.75±0.16), leadership and speaking up (ADVN 3.0±0.33 to 3.6±0.21 and BVM 3.7±0.45 to 4.18±0.37), benefits of teamwork (ADVN 3.75±0.23 to 3.62±0.29 and BVM 4.65±0.16 to 4.8±0.08), and confidence in clinical skills (ADVN 3.08±0.72 to 3.97±0.22, and BVM 3.96±0.79 to 4.51±0.44). Following the lab, 67% and 91% of ADVN and BVM respectively felt the learning objectives had been achieved.
IPE offers benefits to professionals, clients and patients as it fosters strengthened teamwork and communication, and better understanding of each profession’s roles. Challenges to IPE include logistical constraints, staff and student buy-in². Our session overcame these to create a successful learning experience for both student cohorts with students gaining confidence as well as improved inter-professional communication and clinical skills.
IPE sessions can successfully incorporate clinical skills for veterinary and veterinary nursing students allowing for broader learning outcomes compared to traditional clinical skills teaching.
| Original language | English |
|---|---|
| Title of host publication | 1st VetEd Asia |
| Subtitle of host publication | 21st Annual Meeting of Asian Association of Veterinary Schools |
| Editors | HAFSA ZANEB, MAHO URABE, KA-LONG LAO |
| Publisher | Asian Association of Veterinary Schools |
| Publication status | Published - Sept 2023 |
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