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
| 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 | |
(2013 n = 53/60; 2014 n = 70/71; total n = 123/131) 94 % response rate. Mean values bold for emphasis