Interprofessional Education Readiness with Nursing and Health Information Management Students at the University of Louisiana at Lafayette

Background and Problem:
Currently, UL Lafayette fall semester junior-level undergraduate nursing and HIM majors are required to complete a semester IPE course, IPHE 310, which includes students from both programs learning together. Consequently, student evaluations of the course and the activities included generally have not been positive.
Research regarding readiness levels for IPE in undergraduate HIM students and clinical healthcare disciplines, such as nursing, is lacking.
The purpose of this study was to examine UL Lafayette nursing and HIM students' IPE attitudes about and readiness for IPE before and after participating in the IPE is Key workshop. Also included in the study was an exploration of HIM and BSN students' perceptions of and experiences with IPE and ICP.
Explanatory Sequential Mixed Methods Approach
Phase One: Quantitative component: Pre/post assessment using the Readiness for Interprofessional Learning Scale
Phase Two: Qualitative component: Two focus group sessions
Results:
Phase One:
All 1,003 nursing and HIM students were invited to the IPE is Key workshop. One hundred nine students attended the workshop. Seventy-five students completed the pre/post-workshop assessment.
Participants’ level of IPE readiness increased from pre-workshop (M=78.5) to post-workshop (M=84.8), with a mean difference of 6.3 (p< 0.001). Suggesting improvement in students’ attitudes and readiness towards IPE resulting from the IPE is Key workshop.
Phase Two:
Themes of Collaboration, Curricula, Communication and Catalysts emerged. Participants emphasized importance of collaboration in a healthcare team and its components of understanding roles and responsibilities, as well as trust and respect. Participants also reported that in their current curricula, they valued exposure to other health professions and invited additional IPE opportunities and experiences. They stated IPE activities should start early in the curricula and last throughout their education.
Participants acknowledged the importance of learning about teamwork and communication. Catalysts refers to the factors of IPE training, such as the IPE is Key workshop, that participants from both focus groups identified fostering changes in attitudes and perceptions.
From the research the IPE is Key Instructor’s Guide was developed which includes Course Objectives, Didactic Content, Workshop Activities, Discussion Questions, and Other Resources
Conclusion:
The IPE is Key workshop positively impacted students' attitudes about and readiness for IPE. Participants provided a possible reason for lower pre-workshop assessment scores of those who previously completed the fall semester IPHE course and provided support for the significant increases related to communication skills, positive attitudes, and trust and respect gained from the IPE is Key workshop.