3 41 The differences in content of health care plans BACKGROUND In all Western countries the population is aging. The number of people over 65 years old will be doubled in 2050 and the proportion of people over 80 years old will increase (CBS, 2024; Hilderink & Verschuuren, 2018; Olshansky & Carnes, 2010). Most patients over 65 years old, that are admitted in hospitals, have complex health care issues and multimorbidity (Balogun et al., 2015; Wolff et al., 2002). Governments are struggling with the costs and the shortage of health care professionals that accompany this increase in health care complexity and consumption. Collaboration between different disciplines can improve healthcare processes and outcomes for geriatric syndromes (Flaherty & Bartels, 2019; Mion et al., 2006). The World Health Organization suggests that interprofessional education (IPE) and collaborative practice is one of the most promising solutions to the worldwide shortage of 4.3 million healthcare workers (Gilbert et al., 2010). Besides, IPE could prepare students to care for older adults with complex needs (Gruss & Hasnain, 2021; Mion et al., 2006). IPE is defined as “when two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes”(Gilbert et al., 2010). In the last decades there has been a growing interest in IPE and it’s evaluation (Reeves et al., 2016). The effects of IPE interventions can be classified according to the modified Kirkpatrick levels for learner outcomes, defined by Barr et al. (2005): 1) Reaction; 2a) Modification of attitudes/perceptions; 2b) Acquisition of knowledge/ skills; 3) Behavioural change; 4a) Change in organisational practice; 4b) Benefits to patients (Donnelly, 2019; Kirkpatrick, 1996). Most IPE studies focus on the first 3 levels, for example feelings towards IPE or readiness for IPE, or collaborationsskills (Reeves et al., 2016). Effects on patient care (level 4b) are of course the most desirable effects of an IPE initiative, but those effects are also the most difficult to measure. Additionally, it could be useful to investigate which aspects of patient care improve due to IPE interactions. Comprehension about this could shape the content of education, interprofessional as well as ‘uniprofessional’: Do students in IPE think of different topics while considering the care for older patients, than students in a uniprofessional setting? More attention to specific topics may decrease the risk of complications or high costs. Thus, our research question was: What are the differences in the content of the health care plans for older patients of nursing and medical students in uniprofessional versus interprofessional education, especially in the subcategories: diagnostics, medication, consulting different specialists, nursing actions and aftercare?
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