Presentation 7 - Charles Sturt University Team Health Right Start

Team Health Right Start Program Showcase27 February 2012

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Right Start Forum

Team Health | Right Start

Dr Megan Smith, CSU


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From the students ...

‘I just wanted to say thank you for letting me be involved in this project. Although, I haven't had the time to fully take part, I have enjoyed my small part. It has been a great confidence booster for me as a Nursing student to not only communicate with other health professionals, but to understand what you guys are saying!!. I feel a little more at ease about starting my

nursing career.’

~

‘A good experience, we get to put into practice what we have studied. It was great to have positive feedback on my thoughts as well as seeing what other disciplines thought. This program has been positive and everybody provided helpful & friendly opinions. It has reinforced that I am now a new graduate

occupational therapist and that working in a multidisciplinary team.’


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Program Aim

To enhance the readiness of participating students for quality practice in rural and remote health environments by:

Developing competencies to work as part of an interprofessional team within a rural health context

Preparing for the effective transition to the rural health workforce

Developing and piloting an interprofessional education model that will be relevant, sustainable, up-scalable and transferrable


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Project Components

Online platform with resources

Interactive Case Study

Task

Project Facilitator

Reference group of

rural practitioners


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Method: Student Engagement

Register

Welcome blog posting and online

ethics consent

Pre program evaluation

Review case study – blog initial

thoughts

Interact with RG and other learning

discussions

Discuss case study online with group

Create PowerPoint presentation

Send PPT to Project Officer

Review RG feedback

Blog about learning

reflections

Post program evaluation


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Student Involvement

In total, 15 students registered for the program. However, only 10 students moved forward to active contribution to the project activities. The disciplines represented in the 10 active student contributors included:

Pharmacy (n=1) Occupational Therapy (n=3) Nutrition & Dietetics (n=1) Nursing (n=1) Physiotherapy (n=2) Medicine (n=2).


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Method: Platform

Selected commercially available platform (www.grou.ps) after review of 3-5 platforms

Able to quickly tailor the website for the project and invite membership – quickly engaged with students and reference group

Some issues with access to the system through a secure government intranet

http://www.grou.ps/


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Method: Case Study


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Method: Interactions


10Method: Ask the Reference Group Member


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Method: EvaluationPre program

Respondent infoRural practiceRIPLSISVSWSEI (paper)

Post program• R

espondent info

• Program experience and rural practice

• RIPLS

• ISVS

• WSEI (paper)


13Results: Snapshot Against DeliverablesDeliverable Status

Develop an online learning resource – conduct program

Achieved

Develop a virtual network Achieved

Administer assessment and evaluation tools

Achieved

Provide raw evaluation data Achieved – but further analysis to be done in second phase

Develop guide to facilitating program Achieved – but v2 to be delivered in May 2012

Provide e-copies of online resources Achieved – but v2 to be delivered in May 2012

Provide interim project report Achieved


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Results ... Learning outcomes

Key learning outcomes – student feedback: Increased understanding of other team roles in a MD healthcare

setting

Learning how to interact as part of the health care team to ensure that the best outcomes are achieved for the patient.

Simply learning what each health professional is able to bring to the table in terms of managing complex patients.

Greater understanding of how other allied health disciplines fit into the management of complex patient cases.

To see that I was on the right track for client intervention.


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Results ... Program perception

Overall program perception– student feedback: It was really useful! but to short I felt like I never had enough time

to complete the activities. I would do it again anytime.

It was very helpful and interactive. it was good to be able to be a part of a team with other students and professionals.

Great concept, if it was integrated into curriculum. As it was run late in the year, post exams there was a lot of difficulty getting in touch with all members of the group.

Great idea, good opportunity to network with professionals from other disciplines

A good opportunity to practice what we learnt at uni & work in a team.


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Results ... Program objectives


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Results ... Achievement of aim


18Conclusions & Lessons Learned

Timing of program for students and reference group

Clarity of roles for reference group

Competing activities

IT access and literacy (ability to use)

Concurrent program development and program operation – ‘developing on the run’

Time to adequately test the online platform across multiple functions

Lead time for engagement of all program participants


19Conclusions & Lessons Learned

Given the time constraints – program was successful

Excited by the potential of the program BUT realise the hard questions need to be asked about how to embed this program

Sincere thanks to all involved – steering group, reference group and students


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Where to from here?

Second phase of program: March – May 2012

Post-program evaluation with the students

Vision of this is to understand three key elements:

Contribution of the learning program to their transition?

Personal experience of transition? Elements to strengthen in program for future?

Broader learning to understand and query includes:

Sustaining | Scaling | Embedding

Presentation 7 - Charles Sturt University Team Health Right Start

Health & Medicine

Transcript of Presentation 7 - Charles Sturt University Team Health Right Start