Table 3 Aggregated responses from 123/131 TIPE students who completed end-of-rotation questionnaires 2013–2014. Responses on a 5-point Likert-type scale where 5 = strongly agree/excellent;1 = strongly disagree/poor
From: Transition to practice: can rural interprofessional education make a difference? A cohort study
Questions | Mean response for item | |
|---|---|---|
95 % confidence intervals | ||
2013 | 2014 | |
N = 53 | N = 70 | |
Satisfaction with the programme | ||
I enjoyed taking part in the TIPE programme | 4.5 | 4.8 |
4.3–4.7 | 4.6–4.9 | |
I would recommend the programme to other students | 4.2 | 4.7 |
3.8–4.5 | 4.6–4.9 | |
I felt included as part of the Tairāwhiti community | 4.6 | 4.6 |
4.4–4.8 | 4.5–4.8 | |
Hauora Maori | ||
I have a better understanding about how I can contribute to improve Māori health. | 4.3 | 4.6 |
4.0–4.5 | 4.4–4.7 | |
I have a better understanding of how to incorporate Māori culture and customs into my practice. | 4.3 | 4.6 |
4.0–4.5 | 4.5–4.8 | |
I feel more confident that I can provide care to Māori patients. | 4.3 | 4.6 |
4.0–4.5 | 4.5–4.8 | |
Rural health | ||
I have become more confident in practising in rural health. | 4.3 | 4.6 |
4.1–4.5 | 4.5–4.7 | |
I have become more knowledgeable about the roles of other health professionals | 4.3 | 4.7 |
4.1–4.5 | 4.6–4.8 | |
Interprofessional/interdisciplinary health care | ||
My skills in communicating with other health and social care professionals improved through learning with students from other healthcare professions. | 4.3 | 4.6 |
4.1–4.6 | 4.4–4.7 | |
Learning with students from other healthcare professions is more beneficial to improving teamwork skills than learning only with peers. | 4.5 | 4.7 |
4.2–4.7 | 4.6–4.9 | |
As a result of the programme I have a better understanding of the roles, activities and skill of different healthcare professionals. | 4.5 | 4.7 |
4.3–4.7 | 4.6–4.9 | |
Chronic condition management | ||
My knowledge about organizing care for people with chronic conditions | 3.6 | 3.9 |
3.3–3.9 | 3.7–4.2 | |
My knowledge of what other professions can contribute to chronic conditions care | 3.9 | 4.4 |
3.6–4.2 | 4.2–4.6 | |
My ability to work collaboratively with other disciplines to organize care for people with chronic conditions | 3.8 | 4.3 |
3.5–4.1 | 4.1–4.5 | |
Learning on clinical placements | ||
I had sufficient opportunity to practise my clinical skills. | 3.5 | 3.8 |
3.2–3.9 | 3.5–4.0 | |
The clinical teachers were sensitive and responsive to patients and their relatives. | 4.5 | 4.6 |
4.3–4.7 | 4.4–4.8 | |
The clinical teachers were sensitive and responsive to other health professionals. | 4.4 | 4.6 |
4.1–4.6 | 4.4–4.8 | |
I was encouraged to think through clinical problems for myself. | 4.2 | 4.6 |
4.0–4.4 | 4.4–4.7 | |
I was given adequate instructions for proceeding with clinical work. | 4.2 | 4.3 |
3.9–4.4 | 4.1–4.5 | |