Piloting interprofessional education interventions with veterinary and veterinary nursing students

Area of Science:

• Veterinary Education
• Interprofessional Healthcare Education

Background:

• Interprofessional education (IPE) is underrepresented in veterinary curricula despite close collaboration between veterinary and nursing professionals.
• Understanding interprofessional dynamics is crucial for effective veterinary team practice.

Purpose of the Study:

• To investigate veterinary and veterinary nursing students' and practitioners' experiences with interprofessional issues.
• To evaluate the benefits and impact of interprofessional education interventions on attitudes within veterinary education.

Main Methods:

• Two interventions, 'Talking Walls' and an 'Emergency-Case Role-Play Scenario,' were developed and piloted with veterinary and veterinary nursing students.
• The Readiness for Interprofessional Learning Scale (RIPLS) was adapted to measure changes in attitudes towards IPE pre-intervention, immediately post-intervention, and at a four-to-five-month follow-up.

Main Results:

• Immediate, significant positive changes in student attitudes towards IPE were observed, including increased collaborative willingness, recognition of benefits, reduced professional isolation, and less hierarchical views.
• 97% of students enjoyed the collaborative learning experience, despite initial concerns from nearly half.
• Positive attitude changes were not sustained at the four-to-five-month follow-up, though attitudes remained above baseline.

Conclusions:

• Pilot interventions demonstrate the relevance and importance of IPE in veterinary education.
• Further research is needed to identify strategies for sustaining positive attitude changes resulting from IPE over time.