Evaluation of Respiratory, Radiography and Nursing Student Responses to iCATS (Interprofessional Collaboration and Team Skills)

Abstract

Background: The University of Kentucky (UK) Medical School at Northern Kentucky University (NKU) campus invited students from College of Health and Human Services (CHHS), (Respiratory Care, Radiography and Nursing) to participate in their IPE core curriculum, iCATS, (Interprofessional Collaboration and Team Skills), approved by UK Office of Research Integrity. Students were placed in interprofessional teams, participated in discussions on simulated patient scenarios and were introduced to the communication PEEER2 model (Conigliaro R, Kuperstein J, Dupuis J, et al, 2013). The purpose of this review is to evaluate CHHS students’ iCATS experiences and perceptions.

Methods: Quantitative and qualitative data was collected via pre and post surveys using a Likert Scale and student comments. The results of the surveys were evaluated by Respiratory, Radiography and Nursing faculty. Quantitative data included general experience, PEEER model, specific activities, knowledge of scope of practice, and Interprofessional Education Collaborative (IPEC) core competencies of values/ethics, roles/responsibilities, interprofessional communication and interprofessional teams/teamwork. Qualitative data was collected via students’ feedback regarding most valuable component and suggestions for improvement of iCATS.

Results: CHHS students reported high satisfaction to the iCATS experience on a 5 point Likert scale: Respiratory Care (n=11, M=4.27), Radiography (n=19, M=4.56), Nursing (n=65, M=4.35). Students believed the PEEER model improved communication skills: Respiratory Care (n=11, M=4.18), Radiography (n=19, M=4.35), Nursing (n=65, M=4.29). Overall students indicated an increase in knowledge of scope of practice for most professions represented. For all three disciplines students reported a deeper understanding of the IPEC core competencies.

Conclusions: Students reported significant positive responses (P-value < 0.001) to iCATS .The students most valued the opportunity to collaborate with other professions and reported a greater appreciation for IPE. Although there was high satisfaction with the iCATS experience Respiratory Care and Radiography students identified a lack of representation of their profession in simulated patient scenarios. Changes to the patient scenario to include a more active role for Respiratory and Radiography students will increase student engagement and team interactions. Nursing students expressed concerns with time, clarity of activities, and the desire for more disciplines to participate.