Table 5.
Responses by professional group from end-of-rotation questionnaires completed by 119/127 students who participated in the TIPE programme 2013–2014 (4 OT students not included). Responses on a 5-point Likert-type scale where 1 = strongly disagree/poor; 5 = strongly agree/excellent
| Student agreement with the following statements | Dentistry N = 18 | Dietetics N = 17 | Medicine N = 23 | Nursing N = 25 | Pharmacy N = 18 | Physiotherapy N = 18 |
|---|---|---|---|---|---|---|
| Mean | Mean | Mean | Mean | Mean | Mean | |
| Confidence interval 95 % | Confidence interval 95 % | Confidence interval 95 % | Confidence interval 95 % | Confidence interval 95 % | Confidence interval 95 % | |
| Satisfaction with the Programme | ||||||
| I enjoyed taking part in the TIPE programme | 4.4 | 4.9 | 4.1 | 4.8 | 4.8 | 4.9 |
| 4.0 -4.8 | 4.8–5.1 | 3.6 -4.6 | 4.6–4.9 | 4.6–5.0 | 4.8–5.1 | |
| I would recommend the programme to other students | 3.9 | 4.9 | 3.7 | 4.7 | 4.8 | 4.9 |
| 3.4–4.4 | 4.7–5.1 | 3.0–4.3 | 4.5–5.0 | 4.6–5.0 | 4.8–5.1 | |
| I felt included as part of the Tairawhiti community | 4.4 | 4.9 | 4.7 | 4.4 | 4.6 | 4.8 |
| 4.1- 4.8 | 4.7–5.1 | 4.5–4.9 | 4.1–4.8 | 4.2–5.0 | 4.6–5.0 | |
| Hauora Maori | ||||||
| I have a better understanding about how I can contribute to improve Māori health. | 4.3 | 4.6 | 3.8 | 4.6 | 4.5 | 4.7 |
| 4.0–4.7 | 4.4–4.9 | 3.4–4.3 | 4.4–4.9 | 4.2–4.7 | 4.4–4.9 | |
| I have a better understanding of how to incorporate Māori culture and customs into my practice. | 4.3 | 4.8 | 3.9 | 4.8 | 4.6 | 4.6 |
| 4.0–4.6 | 4.5–5.0 | 3.5–4.3 | 4.6–5.0 | 4.3–4.8 | 4.2–4.9 | |
| I feel more confident that I can provide care to Māori patients. | 4.3 | 4.6 | 4.0 | 4.7 | 4.4 | 4.7 |
| 4.0–4.6 | 4.2–5.1 | 3.6–4.4 | 4.5–5.0 | 4.1–4.7 | 4.5–5.0 | |
| Rural Health | ||||||
| I have become more confident in practising in rural health. | 4.1 | 4.4 | 4.3 | 4.6 | 4.5 | 4.8 |
| 3.7–4.6 | 4.0–4.8 | 4.0–4.6 | 4.3–4.9 | 4.2–4.8 | 4.6–5.0 | |
| I have become more knowledgeable about the roles of other health professionals | 4.5 | 4.8 | 4.2 | 4.7 | 4.6 | 4.8 |
| 4.2–4.8 | 4.6–5.0 | 3.9–4.6 | 4.5–5.0 | 4.3–4.9 | 4.6–5.0 | |
| Interprofessional Health Care | ||||||
| My skills in communicating with other health and social care professionals improved through learning with students from other healthcare professions. | 4.4 | 4.6 | 3.9 | 4.6 | 4.6 | 4.6 |
| 4.1–4.7 | 4.3–5.0 | 3.5–4.3 | 4.4–4.9 | 4.4–4.8 | 4.4–4.9 | |
| Learning with students from other healthcare professions is more beneficial to improving teamwork skills than learning only with peers. | 4.6 | 4.8 | 4.1 | 4.7 | 4.7 | 4.9 |
| 4.2–4.9 | 4.6–5.0 | 3.7–4.6 | 4.4–5.0 | 4.4–5.0 | 4.7–5.0 | |
| As a result of the programme I have a better understanding of the roles, activities and skill of different healthcare professionals. | 4.5 | 4.8 | 4.3 | 4.8 | 4.8 | 4.8 |
| 4.2–4.8 | 4.6–5.0 | 3.8–4.6 | 4.5–5.0 | 4.6–5.0 | 4.6–5.0 | |
| Chronic Condition Management | ||||||
| My knowledge about organizing care for people with chronic conditions | 3.4 | 3.9 | 2.8 | 4.3 | 4.2 | 4.0 |
| 2.8–4.0 | 3.4–4.4 | 2.3–3.3 | 3.9–4.7 | 3.98–4.6 | 3.7–4.3 | |
| My knowledge of what other professions can contribute to chronic conditions care | 4.0 | 4.3 | 3.3 | 4.6 | 4.5 | 4.3 |
| 3.4–4.6 | 3.8–4.8 | 2.8–3.8 | 4.3–4.9 | 4.1–4.9 | 3.8–4.8 | |
| My ability to work collaboratively with other disciplines to organize care for people with chronic conditions | 3.7 | 4.0 | 3.3 | 4.6 | 4.5 | 4.3 |
| 3.2–4.3 | 3.6–4.4 | 2.8–3.8 | 4.4–4.9 | 4.2–4.8 | 3.9–4.8 | |
| Learning on Clinical Placements. | ||||||
| I had sufficient opportunity to practise my clinical skills. | 2.9 | 4.2 | 3.7 | 3.4 | 3.8 | 4.2 |
| 2.2–3.6 | 3.8–4.6 | 3.2–4.2 | 2.9–3.9 | 3.4–4.3 | 3.9–4.4 | |
| The clinical teachers were sensitive and responsive to patients and their relatives. | 4.1 | 4.6 | 4.6 | 4.6 | 4.4 | 4.8 |
| 3.6–4.6 | 4.3–4.9 | 4.3–4.8 | 4.3–4.9 | 3.9–4.8 | 4.6–5.0 | |
| The clinical teachers were sensitive and responsive to other health professionals. | 3.9 | 4.5 | 4.4 | 4.6 | 4.6 | 4.7 |
| 3.4–4.4 | 4.3–5.0 | 4.1–4.7 | 4.3–4.9 | 4.3–4.9 | 4.5–5.0 | |
| I was encouraged to think through clinical problems for myself. | 4.3 | 4.6 | 4.6 | 4.1 | 4.2 | 4.7 |
| 3.9–4.7 | 4.4–4.9 | 4.3–4.8 | 3.7–4.5 | 3.7–4.6 | 4.4–4.9 | |
| I was given adequate instructions for proceeding with clinical work. | 3.8 | 4.2 | 4.2 | 4.2 | 4.2 | 4.7 |
| 3.4–4.3 | 3.8–4.6 | 3.7–4.7 | 3.9–4.6 | 3.8–4.6 | 4.4–5.0 |
(119/127 students; 94 % response rate). Mean values bold for emphasis