Physician Residents Shadowing a Certified Wound/Ostomy/Continence Nurse to Develop Interprofessional Competencies Laura Monahan, OFS, DNP, MBA, RN, Meng Zhao, PhD, RN, Michael Monahan, JD, MBA, Katelijne Acker, PhD, RN, Mary Sandrik, MSN, RN, CWOCN Background & Significance Conceptual Frameworks & Measurement Tools Project Design & Description Specific Aims Findings Demographics Background: Wound care costs are skyrocketing to $96.8 billion annually, yet physicians are often unaware how to treat wounds due to a lack of exposure and training in their medical education. Physician training has not kept abreast of the increased care needed for wounds, and medical education does not adequately train physician providers on wound care. Assessment: Interprofessional education (IPE) offers an opportunity to enhance wound care management and improved patient outcomes through interdisciplinary collaboration. Certified Wound, Ostomy, and Continence Nurses (CWOCN) have an arsenal of knowledge about dressings, biological tissue replacements, cell-based treatment options, positioning, and psychosocial support available for wound management. Purpose Statement: Addressing this knowledge gap, this quality improvement project required 49 Family and Internal Medicine Physician Residents to shadow a CWOCN to improve their knowledge of the four interprofessional education (IPE) domains (interprofessional communication, role awareness and responsibilities, teams and teamwork, and values and ethics). This job shadowing broadened physicians’ awareness of wound complications and care, and the availability of various wound treatments that the CWOCN provides. • Physician residents shadowed a CWOCN for 16 hours over 4 nonconsecutive days and completed the Interprofessional Education Collaborative Competency Self-Assessment Tool (IPESAT) instrument pre- and post-shadowing that measured 4 interprofessional education (IPE) domains of: Professional Communication Roles and Responsibilities Teams and Teamwork Values and Ethics. • Paired t tests were performed to determine differences in IPESAT scores before and after the shadowing experience. Conceptual Framework: Deming’s Plan-Do-Study-Act (PDSA) cycle Measurement tool: Interprofessional Education Collaborative Competency Self- Assessment Tool (IPESAT) pre- and post-tests, comprised of 42 questions that assessed the 4 Interprofessional Education (IPE) domains: through • 5-point Likert type scales • ranging from strongly disagree to strongly agree • with higher scores indicating greater knowledge of the IPE domains. Pre- and Post-Intervention IPESAT Scores IPE Domain Pre- Post- P value % Mean Mean (2 tailed) Overall 187.69 201.8 .000** +7.5 Score Roles/ 39.06 41.17 .000** +5.4 Responsibilities Professional 53.3 57.51 .000** +7.9 Communication Teams 50.26 55.68 .000** +10.8 & Teamwork Values 45.07 47.44 .000** +5.3 **Statistically significant IPE: Interprofessional education IPESAT: Interprofessional Education Collaborative Competency Self-Assessment Tool • Location at a Level 1 trauma center in the Midwest USA • IRB approval & letter of support received • Pre-test and post-test method • N = 49 convenience sampling of Family & Internal Medicine Residents • Project time (11/2016 - 8/2020) • Multi-disciplinary team approach • Data Analysis: Descriptive stats, paired t-test and Z test. • The shadowing experience improved IPESAT scores, as well as the morale and confidence of the Resident Physicians during chronic wound management, as reflected by their comments following the experience. • All 4 IPESAT domain scores improvements were statistically significantly, with the greatest gain in the domain of Teams and Teamwork (10.8% increase). • Physician Resident comments reflected increased respect for the CWOCN, the value of bedside training experiences, and the importance of collaboration with the CWOCN and wound specialty practices to jointly achieve positive patient care results. The Authors explicitly stated no con