The effect of interprofessional education on healthcare providers' intentions to engage in interprofessional shared decision‐making: Perspectives from the theory of planned behaviour. Issue 4 (1st March 2020)

• Record Type: Journal Article
• Authors: Keshmiri, Fatemeh; Rezai, Mahdi; Tavakoli, Nader
• Is Part Of: Journal of evaluation in clinical practice. Volume 26:Issue 4(2020)
• Page Start: 1153
• Page End: 1161
• Publication Date: 2020-03-01
• Subjects: collaboration -- interprofessional -- interprofessional education -- shared decision‐making -- team‐based care; Clinical medicine -- Periodicals; 616.005
• DOI: 10.1111/jep.13379
• Languages: English
• ISSNs: 1356-1294

Abstract

Abstract: Aims and objectives: The present study aimed to investigate the effects of interprofessional education on healthcare providers' intentions to engage in an interprofessional shared decision‐making (IP‐SDM) process at emergency department and exploring the affecting factors on their intentions. Methods: We conducted the study through a sequential explanatory mixed method (quantitative‐qualitative) design. All ED residents and nurses from two university hospitals were invited and assigned to the intervention and control groups. The intervention group was exposed to case‐based learning sessions conducted by applying interprofessional strategies. The intentions of the participants engaged in IP‐SDM were assessed before and 2 weeks after the intervention by a questionnaire designed based on the theory of planned behaviour. The questionnaire scores were compared between the intervention and control groups using analysis of covariance (ANCOVA). Partial eta‐squared (η 2 ) was used for effect size calculations in ANCOVA. Subsequently, to explore the affecting factors in engagement in IP‐SDM, qualitative data were collected through semi‐structured individual interviews. The inductive content analysis approach by Elo and Kyngas was employed to analyze the qualitative data. Results: Out of 117 potentially eligible healthcare professionals, 113 completed the study in the intervention (n = 55) and control (n = 58) groups. The results showed that the difference between the mean scores of the learners in the intervention (1.41 ± 0.27) and control (0.80 ± 0.52) groups was statistically significant ( P ‐value = .00001). The main effect of the intervention and a large educational effect size for the intervention were found to be statistically significant F (1, 11) = 180.54, P ‐value = .00001, η 2 = 0.62. The qualitative data analysis showed two main categories of "team‐based facilitators" and "contextual challenges" as the main affecting factors in the engagement of participant in IP‐SDM. Conclusion: Our findings suggested that applying interprofessional education strategies could improve the learners' intention to engage in IP‐SDM. Moreover, the results showed that the interprofessional collaboration among team members, adherence to the team‐based care principles, and administrative support at different levels could be the influential factors the intentions of the participants to engage in IP‐SDM.