Collaborative Learning Environment for Health Professionals (CLE) developed, implemented, and evaluated learning modules and tools to enhance collaboration among healthcare providers.
A project team was assembled with policy, pedagogical and evaluation expertise as well as clinical and administrative experience. The CLE project team worked to:
- Determine and address gaps in collaborative skills and change management capacity
- Evaluate the impacts of the learning modules on the skills of providers
- Identify enablers and barriers to collaboration in workplace and administrative policies.
The CLE research activities included assessment of staff skills at the four sites. The team reviewed the principles, standards and criteria developed by the Accreditation for Interprofessional Health Education group in 2008 (Click here to view the pdf).
Furthermore, CLE project staff identified two skills assessment models, namely the Collaborative Practice Assessment Tool (CPAT) and the Readiness for Interprofessional Learning (RIPLS) tool. Elements of these models were used to design a CLE- Needs Assessment Questionnaire., The questionnaire, used at the CLE sites of NS, Miramichi, and VON, allowed individuals to assess their skills in communication and negotiation as well as their working relationship(s) with colleagues. The results signaled skills’ gaps which were used to design learning interventions.
The CLE evaluation plan included process evaluations at each site to assess the participation and continuity of learning activities. As well, the impact of the learning modules on the skills of the staff group was also assessed.
Existing programs that supported the objectives of the CLE project were identified. These were the MOREOB / AMPROOB Program created by the Society of Obstetricians and Gynecologists of Canada and the Civility, Respect, and Engagement at Work (CREW) Program originally designed by the US Veterans Health Administration. CREW has been adapted for use in Canadian clinical and administrative settings by a team at Acadia University led by Dr. Michael Leiter. The impacts of these programs on the skills of the staff group were assessed as part of the delivery at each of the program sites.