Transcript Click here for her presentation.

Enhancing the student’s
experience of interprofessional
learning in practice
Dr Milika Matiti, Senior Lecturer, University of Lincoln, UK
Richard Pitt, Associate Professor, University of Nottingham, UK
Aim of the presentation
 To share our experiences of developing a collaborative
approach to promoting IPL in practice.
 To discuss and seek ideas how to develop this project
further.
Structure of the presentation
o
o
o
o
Background
Implementation
e-learning resource hub
Conclusions and future developments
Background
Literature review
 Interprofessional Education IPE occurs “when two or more
professions learn with, from and about each other to improve
collaboration and the quality of care” (CAIPE, 1997).
 IPE/IPL is widely promoted as a means of enhancing
collaboration among health professional (WHO, 2010).
 The proposed benefits of IPL include a more efficient use of
staff and effective service provision (Lliadi, 2010) leading to
improved patient care (WHO, 2010).
Background
Gaining support/establishing a network
 Project started in 2009.
 Collaborative development between United Lincolnshire
Hospitals NHS Trust (ULHT) and the universities across the
NHS Midlands and East Deanery.
 Core group – academic staff and clinical staff.
 Discussions with Directors and other stakeholders.
 Visits to universities which allocate students to ULHT.
Background
Pilgrim Hospital, Boston,
Lincolnshire, UK
Background
Pilgrim Hospital, Boston,
Lincolnshire, UK
Background
Aims of the project
 To establish a sustainable culture of IPE within ULHT.
 To develop an online repository of existing open education
resource to support students and facilitators when
undertaking IPL in practice.
 To evaluate staff and student experiences of participating in
IPL.
 Three parts of the project:
-IPL in Practice
-E-Learning Hub
- Simulation
Background
IPL framework
 The University of British Columbia (UBC) model of
Interprofessional Education.
o Exposure
o Immersion
o Mastery
 Based on the premise that:
- Students have different levels of readiness.
- Different learning needs at different times in the learning
process.
- It should be seen as tool to manage learning.
(Charles, Bainbridge and Gilbert 2010).
Implementation
Promotion of the project





Flyer
Pens
Clinical educators meetings/mentor meetings
Drop in sessions within clinical areas
Facilitation workshops
The aim of the workshops was to prepare facilitators to lead
the IPL activities and help students understand the benefits of
collaborative and interprofessional practice.
Implementation
IPL activities
 Learning outcomes were developed for clinical areas involved
in the project.
 IPL activities area developed from patient-base scenarios and
focused on different activities e.g. discharge planning.
 All activities are led by clinical staff
supported by lecturers.
 IPL activities are based on real
patients Themes: Dignity,
Communication and Safeguarding.
 Each clinical area has the flexibility
to adapt the IPL activities
depending on individual needs.
Implementation
Challenges
Solutions
Students allocated to placements at
different times
Mapping of student allocations
Some professions are
underrepresented in some areas
Inviting students from other
wards/departments.
Facilitators to attend the presentation
(scenario based)
Different outcomes for each
profession
Themes: Dignity, Communication and
Safeguard.
Including more professions to
facilitate IPL activities
So far Nurses, Physiotherapies and
Occupational Therapists.
Sustaining the IPL activities in
practice
- ULHT to maintain ownership of the
project
- IPL to be facilitated by clinical staff
- Involve more clinical areas
- Clinical staff to keep records of IPL
activities
Implementation
Challenges
Solutions
Students have different levels of
knowledge of IPL concepts and
themes (dignity, communication and
safeguarding)
- Provide pre-reading and additional
support materials
- Explore the concept of IPL and the
themes before IPL activities
Not all universities were able to
attend the meetings
Plan for videoconferencing
Involvement of medical student
Meeting with the Director of Medical
Education
Some clinical areas were reluctant to
participate –IPL was viewed as an
additional workload
- IPL promotion workshops
- Drop in ward/department IPL
information sessions
Implementation
Initial evaluations: A sample of student’s comments
“Highlighted different professional roles and areas of
crossover and therefore the importance of communicating
with other professionals” (Physiotherapy student)
“The benefit of this form of learning is that students will
have a better working knowledge of other professionals,
enabling us to make appropriate referrals to other
professionals and work closely with them” (Nursing
student)
Implementation
Initial evaluations: More comments
“I have learnt how extensive the OT assessment is and how
important it is for correct documentation so that the other
profession can gain from it” (Dietetics student)
“I have learnt the importance of knowing each other’s roles
in patient care” (Nursing student)
e-learning resource hub
 Following the initial meetings with practice colleagues it was
proposed that an e-learning resource package should be
developed to provide information about the IPL project. This
resource would be based on existing learning objects.
 Provide information about the IPL project but link to existing
resources e.g. TIGER, SBAR.
e-learning resource hub

Open educational resource without restricted access
(ULHT website)
o Open access
o Integrated with ULHT
education and training
Conclusions
 Initial evaluations have demonstrated that students and
staff have valued the IPL activities.
 Academics and clinical staff have felt fully engaged in the
project.
 The clinical setting provides the most appropriate
environment for IPL.
Future developments
 Evaluate the staff and students experiences of the IPL pilot
project – Action Research
 Aims are:
-To Evaluate staff and students’ experiences of IPE and
extend IPE /IPL activities to other wards
- Departments Complete the development of the e-learning
hub on the ULHT website
Seek funds for the project
 Involve more clinical staff in developing IPL activities.
 Sustain and expand IPL project to other areas.
 .
 Maintain a sustainable network of academics and clinical
staff to ensure IPL is embedded within clinical practice.
References
 Charles, G., Bainbridge, L. and Gilbert, J. (2010) The University of British
Columbia Model of Interprofessional Education, Journal of
Interprofessional Care, 24(1) 9-18.
 CAIPE (2012) Interprofessional Education in pre-registration courses – A
CAIPE guide for Commissioners and Regulators of Education, Centre for the
Advancement of Interprofessional Education, UK.
 Iliadi, P. (2010) Accountability and collaborative care: How
interprofessional education promotes them. Health Science Journal 4(3),
129-135.
 WHO (2010) Framework for Action on Interprofessional Education and
Collaborative Practice, Health Professions Networks Nursing and Midwifery
Human Resources for Health, Geneva, Switzerland.
Image: HMS Sherwood, AIB prep
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