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A novel pain interprofessional education strategy for trainees: assessing impact on interprofessional competencies and pediatric pain knowledge.

Hunter JP, Stinson J, Campbell F, Stevens B, Wagner SJ, Simmons B, White M, van Wyk M - Pain Res Manag (2014)

Bottom Line: Scores improved in the remaining professions (n=14; P<0.01).There was significant improvement in educational outcomes.The Pain-IPE Placement is a successful collaborative learning model within a clinical context that successfully changed interprofessional competencies.

View Article: PubMed Central - PubMed

ABSTRACT

Background: Health care trainees⁄students lack knowledge and skills for the comprehensive clinical assessment and management of pain. Moreover, most teaching has been limited to classroom settings within each profession.

Objectives: To develop and evaluate the feasibility and preliminary outcomes of the 'Pain-Interprofessional Education (IPE) Placement', a five-week pain IPE implemented in the clinical setting. The utility (content validity, readability, internal consistency and practical considerations) of the outcome measures was also evaluated.

Methods: A convenience sample of 21 trainees from eight professions was recruited over three Pain-IPE Placement cycles. Pre- and postcurriculum assessment included: pain knowledge (Pediatric Pain Knowledge and Attitudes Survey), IPE attitudes (Interdisciplinary Education Perception Scale [IEPS]) and IPE competencies (Interprofessional Care Core Competencies Global Rating Scales [IPC-GRS]), and qualitative feedback on process⁄acceptability.

Results: Recruitment and retention met expectations. Qualitative feedback was excellent. IPE measures (IEPS and IPC-GRS) exhibited satisfactory utility. Postcurriculum scores improved significantly: IEPS, P<0.05; IPC-GRS constructs, P<0.01; and competencies, P<0.001. However, the Pediatric Pain Knowledge and Attitudes Survey exhibited poor utility in professions without formal pharmacology training. Scores improved in the remaining professions (n=14; P<0.01).

Discussion: There was significant improvement in educational outcomes. The IEPS and IPC-GRS are useful measures of IPE-related learning. At more advanced training levels, a single pain-knowledge questionnaire may not accurately reflect learning across diverse professions.

Conclusion: The Pain-IPE Placement is a successful collaborative learning model within a clinical context that successfully changed interprofessional competencies. The present study represents a first step at defining and assessing change in interprofessional competencies gained from Pain-IPE.

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Mean and SE Pediatric Nurses’ Knowledge and Attitudes Survey Regarding Pain (PNKAS) (modified) scores (P<0.01) of group II
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f2-prm-20-e12: Mean and SE Pediatric Nurses’ Knowledge and Attitudes Survey Regarding Pain (PNKAS) (modified) scores (P<0.01) of group II

Mentions: The PNKAS data from group I could not be analyzed (as described below). PNKAS scores for group II revealed excellent pain knowledge outcomes with a statistically significant mean change in correct responses from 62% (mean [± SD] 24.58±1.64) at pre-test to 73% (29.25±1.74) at post-test (P<0.01) (Figure 2).


A novel pain interprofessional education strategy for trainees: assessing impact on interprofessional competencies and pediatric pain knowledge.

Hunter JP, Stinson J, Campbell F, Stevens B, Wagner SJ, Simmons B, White M, van Wyk M - Pain Res Manag (2014)

Mean and SE Pediatric Nurses’ Knowledge and Attitudes Survey Regarding Pain (PNKAS) (modified) scores (P<0.01) of group II
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4325895&req=5

f2-prm-20-e12: Mean and SE Pediatric Nurses’ Knowledge and Attitudes Survey Regarding Pain (PNKAS) (modified) scores (P<0.01) of group II
Mentions: The PNKAS data from group I could not be analyzed (as described below). PNKAS scores for group II revealed excellent pain knowledge outcomes with a statistically significant mean change in correct responses from 62% (mean [± SD] 24.58±1.64) at pre-test to 73% (29.25±1.74) at post-test (P<0.01) (Figure 2).

Bottom Line: Scores improved in the remaining professions (n=14; P<0.01).There was significant improvement in educational outcomes.The Pain-IPE Placement is a successful collaborative learning model within a clinical context that successfully changed interprofessional competencies.

View Article: PubMed Central - PubMed

ABSTRACT

Background: Health care trainees⁄students lack knowledge and skills for the comprehensive clinical assessment and management of pain. Moreover, most teaching has been limited to classroom settings within each profession.

Objectives: To develop and evaluate the feasibility and preliminary outcomes of the 'Pain-Interprofessional Education (IPE) Placement', a five-week pain IPE implemented in the clinical setting. The utility (content validity, readability, internal consistency and practical considerations) of the outcome measures was also evaluated.

Methods: A convenience sample of 21 trainees from eight professions was recruited over three Pain-IPE Placement cycles. Pre- and postcurriculum assessment included: pain knowledge (Pediatric Pain Knowledge and Attitudes Survey), IPE attitudes (Interdisciplinary Education Perception Scale [IEPS]) and IPE competencies (Interprofessional Care Core Competencies Global Rating Scales [IPC-GRS]), and qualitative feedback on process⁄acceptability.

Results: Recruitment and retention met expectations. Qualitative feedback was excellent. IPE measures (IEPS and IPC-GRS) exhibited satisfactory utility. Postcurriculum scores improved significantly: IEPS, P<0.05; IPC-GRS constructs, P<0.01; and competencies, P<0.001. However, the Pediatric Pain Knowledge and Attitudes Survey exhibited poor utility in professions without formal pharmacology training. Scores improved in the remaining professions (n=14; P<0.01).

Discussion: There was significant improvement in educational outcomes. The IEPS and IPC-GRS are useful measures of IPE-related learning. At more advanced training levels, a single pain-knowledge questionnaire may not accurately reflect learning across diverse professions.

Conclusion: The Pain-IPE Placement is a successful collaborative learning model within a clinical context that successfully changed interprofessional competencies. The present study represents a first step at defining and assessing change in interprofessional competencies gained from Pain-IPE.

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