Evaluation of an interprofessional education intervention in partnership with patient educators: Interprofessional Education with Patients

Paola Ferri; Chiara Vivarelli; Fausta Lui; Sara Alberti; Sergio Rovesti; Alice Serafini; Rosaria Di Lorenzo; Gabriele Amati; Maria Stella Padula

doi:10.23750/abm.v94i5.14825

Evaluation of an interprofessional education intervention in partnership with patient educators

Interprofessional Education with Patients

Authors

Paola Ferri Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia https://orcid.org/0000-0001-7761-7226
Chiara Vivarelli Department of Translational Medicine, University of Ferrara
Fausta Lui Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia
Sara Alberti University of Modena and Reggio Emilia https://orcid.org/0000-0002-3732-6309
Sergio Rovesti Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia
Alice Serafini EduCare Lab, University of Modena and Reggio Emilia, Modena
Rosaria Di Lorenzo Department of Mental Health and Drug Abuse, AUSL of Modena https://orcid.org/0000-0001-9497-6837
Gabriele Amati Rheumatology Unit, University Hospital of Modena; Department of Surgical, Medical, Dental and Morphological Sciences with Interest transplant, Oncological and Regenerative Medicine, University of Modena and Reggio Emilia
Maria Stella Padula EduCare Lab, University of Modena and Reggio Emilia, Modena

DOI: https://doi.org/10.23750/abm.v94i5.14825

Keywords:

Patient Involvement, Patient Educator, InInterprofessional Education, Empathy, Nursing students, Undergraduate Health Sciences Students, Person-Centred Care

Abstract

Background and aim: Patient involvement in interprofessional education is a novel approach to building collaborative and empathic skills in students. However, this area of teaching is lacking in rigorous studies. The project aimed to evaluate whether an interprofessional education intervention in partnership with patient educators (IPE-PE) would increase readiness for interprofessional learning and empathy in health sciences students.

Methods: This is the report of a didactic innovation project. Participants included 310 undergraduate health sciences students who took part in an IPE-PE intervention. Data were collected before and after the training, using the Readiness for Interprofessional Learning Scale (RIPLS) and the Jefferson Scale of Empathy-Health Professions Student version (JSE-HPS). Only at the end of the intervention, a data collection form was administered to explore the value of the patient educator in the training and to investigate the socio-demographic variables.

Results: The mean age of participants was 21±3.2 SD years and 76% were female. A paired t-test showed significant changes from before to after the IPE-PE in the mean total RIPLS score (42.7±5.8 SD vs 44.62±5.9 SD, P<0.001) and the mean total JSE-HPS score (112.7±12.5 SD vs 116.03±12.8 SD, P<0.001).

Conclusions: Our students reported that IPE-PE had helped them to become more effective healthcare team members, to think positively about other professionals, and to gain empathic understanding of the perspective of the person being cared for. The results of the project confirm that the intervention promoted the development of empathy, fostering a better understanding of the patient-centred perspective.

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