University of Otago Wellington: Interprofessional education pilot project 2014
As part of our IPE pilot project, we are administering this survey to assess undergraduate students’
attitudes towards interprofessional health care teams and interprofessional education for the health
professions. Thank you for your participation.
Note:
Interprofessional health care teams consist of health professionals from different
disciplines or professions who share a common purpose and work together collaboratively
and interdependently to serve a specific patient/client population and achieve the team’s and
organization’s goals and objectives.
Interprofessional education refers to occasions when two or more professions learn with,
from and about each other to improve collaboration and the quality of care.
We are indebted to the Centre for Collaborative Health Professional Education and Memorial University,
NL, Canada for permission to adapt this survey tool for our purposes.
Attitudes to long-term condition management scale 2014
I think my confidence to talk with people with long-term conditions about how their care is
organised is:
Completely inadequate: 1
2
3
4
5 Completely adequate
I think my confidence to talk with people with long-term conditions about their ability to selfmanage is:
Completely inadequate: 1
2
3
4
5 Completely adequate
I think the knowledge I have about organising care for people with long-term conditions is:
Completely inadequate: 1
2
3
4
5 Completely adequate
I think my knowledge of what other disciplines can contribute to long-term conditions care is:
Completely inadequate: 1
2
3
4
5 Completely adequate
I think the ability I have to work collaboratively with other disciplines to organise care for people
with long-term conditions is:
Completely inadequate: 1
Student ID number
2
3
4
5 Completely adequate
C. Attitudes towards interprofessional health care teams
We are interested in learning how you feel about interprofessional health care teams (i.e. participation of
three or more professions in collaborative patient care).
Please indicate your level of agreement with each of the following statements, by checking the appropriate space following each
statement.
STATEMENT:
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
1. Patients/clients receiving interprofessional care are
more likely than others to be treated as whole
persons.
2. Developing an interprofessional patient/client care
plan is excessively time consuming.
3. The give and take among team members helps
them make better patient/client care decisions.
4. The interprofessional approach makes the delivery
of care more efficient.
5. Developing a patient/client care plan with other
team members avoids errors in delivering care.
6. Working in an interprofessional manner
unnecessarily complicates things most of the time.
7. Working in an interprofessional environment keeps
most health professionals enthusiastic and
interested in their jobs.
8. The interprofessional approach improves the
quality of care to patients/clients.
9. In most instances, the time required for
interprofessional consultations could be better
spent in other ways.
10. Health professionals working as teams are more
responsive than others to the emotional and
financial needs of patients/clients.
11. The interprofessional approach permits health
professionals to meet the needs of family
caregivers as well as patients.
12. Having to report observations to a team helps team
members better understand the work of other
health professionals.
13. Hospital patients who receive interprofessional
team care are better prepared for discharge than
other patients.
14. Team meetings foster communication among team
members from different professions or disciplines.
Scale adapted from: Heinemann, GD, Schmitt, MH, and Farrell, MP. Attitudes toward health care teams. In Heinemann, GD,
and Zeiss, AM. (Eds.) Team performance in health care: Assessment and Development. (pp. 155-159). New York: Kluwer
Academic/ Plenum Publishers, 2002.
Student ID number
D. Attitudes towards interprofessional education
We are interested in learning how you feel about the relevance of interprofessional education (i.e. shared
learning activities involving students from more than one health care professional program) to students’
development as health care professionals.
Please indicate your level of agreement with each of the following statements, by checking the
appropriate space following each statement.
STATEMENT:
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
1. Interprofessional learning will help students think
positively about other health care professionals.
2. Clinical problem-solving can only be learned
effectively when students are taught within their
individual department/school.
3. Interprofessional learning before qualification will
help health professional students to become better
team-workers.
4. Patients would ultimately benefit if health care
students worked together to solve patient problems.
5. Students in my professional group would benefit
from working on small group projects with other
health care students.
6. Communication skills should be learned with
integrated classes of health care students.
7. Interprofessional learning will help to clarify the
nature of patient problems for students.
8. It is not necessary for undergraduate health care
students to learn together.
9. Learning with students in other health professional
schools helps undergraduates to become more
effective members of a health care team.
10. Interprofessional learning among health care
students will increase their ability to understand
clinical problems.
11. Interprofessional learning will help students to
understand their own professional limitations.
12. For small-group learning to work, students need to
trust and respect each other.
13. Interprofessional learning among health professional
students will help them to communicate better with
patients and other professionals.
14. Team-working skills are essential for all health care
students to learn.
15. Learning between health care students before
qualification would improve working relationships
after qualification.
Adapted from: Parsell, G and Bligh, J. The development of a questionnaire to assess the readiness of health care
students for interprofessional learning (RIPLS). Medical Education 33(2): 95-100, 1999.
Student ID number
E. Perception of effective interprofessional teams
Please rate your ability to carry out each of the following tasks using a five point scale.
STATEMENT:
Poor
Fair
Good
Very
Good
Excellent
1. Function effectively in an interprofessional team.
2. Treat interprofessional team members as
colleagues.
3. Identify contributions to patient care that different
professions can offer.
4. Apply your clinical knowledge for the care of patients
in an interprofessional team care setting.
5. Ensure that patient/family preferences/goals are
considered when developing the team’s care plan.
6. Handle disagreements effectively.
7. Strengthen cooperation among professions.
8. Carry out responsibilities specific to your
profession’s role on a team.
9. Address clinical issues succinctly in interprofessional
meetings.
10. Participate actively at team meetings.
11. Develop an interprofessional care plan.
12. Adjust your care to support the team goals.
13. Develop intervention strategies that help patients
attain goals.
14. Raise appropriate issues at team meetings.
15. Recognize when the team is not functioning well.
16. Intervene effectively to improve team functioning.
17. Help draw out team members who are not
participating actively in meetings.
Scale adapted from: Hepburn, K., Tsukuda, R.A. and Fasser, C. (1996). Team skills scale. In Heinemann, GD,
and Zeiss, AM. (Eds.) Team performance in health care: Assessment and Development. (pp. 159-163). New York:
Kluwer Academic/ Plenum Publishers, 2002.
Thank you for your participation in this survey.
Student ID number