Transcript Document

Interprofessional Education at UEA
Overview of IPL delivery
&
Lessons learnt
Oslo 27th September 2011
Content of presentation
• Theories underpinning our IPL intervention
• Facilitator training
• Pre-registration IPL
• Complexity
• Lessons learnt
The Centre for Interprofessional
Practice (CIPP)
Educational theories
underpinning IPE at UEA
The educational theories underpinning IPE at UEA include:
• principles of adult education ( Knowles, 1975 & 1984)
• a modified version of the contact hypothesis (Brown &
Hewstone, 1986)
The IPL programme aims
to develop
the knowledge,
skills, attitudes and behaviour
that facilitate effective interprofessional teamworking
We want the IPL programme to be:
• interactive
• appropriate for each stage of a health professional’s training
and career
• available throughout their training and career - in some form
• encouraging interprofessional learning in such a way that
team members will work together effectively to provide the
best patient care possible
Facilitator Training
The Facilitator Training Programme
(FTP) Freeman S, Wright A & Lindqvist S (JIC, available online).
•
is developed and delivered by the Centre for Interprofessional Practice
•
is 9 hours long and runs over three weeks (3 hours per week)
- the first 3 hours (session 1) are compulsory for facilitators
involved in supporting IPL groups whereas the final 6 (sessions 2 &
3) are optional
•
presents the theories underpinning the IPL programme
•
emphasises the need for all facilitators to understand the ethos, aims
and objectives of the IPL programme
•
ensures that all students achieve the same ‘core’ IPL experience
•
gives facilitators a clear understanding of their role by giving them a
chance to experience a condensed version of IPL1
FTP model
8. Evaluation 1.Objectives
7. Support
2. Context
Student
IPE
intervention
6. Resources
5. Role &
skills
3. Small group
work
4. Group
dynamics
Pre-registration IPL
Is developed by the Centre for Interprofessional Practice
in close collaboration with students and staff
Objectives of pre-reg IPL
For students to:
• describe why effective interprofessional teamworking is
important to patient care
• explain your own role as a healthcare professional within an
interprofessional team
• learn about the roles of other healthcare professions and how
you would all collaborate to provide optimal patient care
• evaluate the benefits and constraints associated with
interprofessional teamworking
• develop knowledge, skills, attitudes and behaviour that
facilitate effective interprofessional teamworking
Pre-Registration IPL programme
IPL1
Classroom based – compulsory for students in year one
IPL2
Integration into practice – compulsory for students in year two
IPL3
Involvement of patients, carers and experienced professionals –
voluntary for students in their final year/ year three
IPL4
Involvement of service users and experienced professionals –
voluntary for students in their final year
IPL1
• Based on a pilot run during spring 2003 (Lindqvist et al., 2005a)
• 7-week programme
• Weekly meetings, both with and without facilitator
• Small multiprofessional groups (6-8 students)
• Case-based learning
• In 2009 654 students completed IPL1: medicine (168),
midwifery (26), nursing (173), occupational therapy (85),
pharmacy (90), physiotherapy (70), speech and
language therapy (30) and operating department practice (12)
In IPL1
we use case scenarios in multiprofessional groups
to explore students’ understanding of
the roles of different health professionals
early on in their training
provide students with an opportunity
to meet a range of healthcare students face to face early on
Learning outcomes for IPL1
After successful completion of IPL1, and associated independent
learning, students will be able to:
• describe why effective interprofessional teamworking is
important to patient care
• explain their own role as a healthcare professional within an
interprofessional team
• learn about the roles of other healthcare professions and how
they would all collaborate to provide optimal patient care
• evaluate the benefits and constraints associated with
interprofessional teamworking
• develop knowledge, skills, attitudes and behaviour that
facilitate effective interprofessional teamworking
IPL1 Assignments
• Group Report - 3,000 word report in relation to a case
scenario and an assessment of how the group worked
together.
• Group presentation – 15 min group presentation in relation
to key principles of effective teamworking set by the group
at the outset of IPL1.
• Self assessment of each student’s contribution to IPL1 and
evaluation in relation to key principles of effective of future
learning needs. This assessment is optional, but will help
students develop as effective collaborative workers.
IPL2
• Developed with students and staff during autumn 2003
• Students meet 3 times over the year to share experiences in
practice
• Small multiprofessional groups (6-8 students)
• Case-based learning, with the focus on communication
• Integration into practice
• In 2009 ~ 600 healthcare students completed IPL2
In IPL2
we use case scenarios in multiprofessional groups
to stimulate students to reflect, whilst on placements,
on how members of a multiprofessional team collaborate
to provide the best patient care.
provide students with an opportunity
to share placement experiences face to face
Learning outcomes for IPL2
After successful completion of IPL2, and associated independent
learning, students will be able to demonstrate:
• understanding of the importance of effective interprofessional
teamworking to patient care;
• knowledge and understanding of how different styles of communication
between professionals and with patients affect collaboration and quality of
care;
• knowledge of the benefits and constraints associated with interprofessional
teamworking, and ability to constructively discuss different approaches to
best collaborative practice together with you peers;
• reflective skills in relation to their own role and the ability to communicate to
others what they have learnt so far and their future learning needs as a
collaborative practitioner.
IPL2 assignments
• Task 1: discussions with two other healthcare
students/patients
• Task 2: ½ day shadowing visit with a qualified healthcare
professional (from a different profession to their own)
• Task 3: 1,000-word reflective statement
IPL3
• Developed with students and staff during autumn 2005
• A one-day conference to discuss and debate interprofessional
issues
• Small multiprofessional groups (10 students)
• Case-based learning, with the focus on patient and carer
experiences of healthcare
• 3rd year student volunteers, keynote speakers, FoH &
Pharmacy Head of Schools, experienced professionals,
patients, carers staff and facilitators from the Centre
• 120 students can take part
In IPL3
we use real case scenarios in multiprofessional groups
thus providing students with an opportunity
to work together with
experienced professionals, patients and carers.
IPL4
• Developed with students and staff during spring 2008
• A half-day workshop
• Small cross-professional groups (5-6 students) including also
service users and experienced professionals
• Case-based learning, with the focus on issues in health and
social care related to a specific topic (e.g. alcohol abuse,
domestic abuse, eating disorders)
• Final year student volunteers from health and social care
• ~ 30 students can take part
In IPL4
we use real service users
sharing their experiences multiprofessional groups
thus providing students with an opportunity
to work together with
service users & experienced professionals
Complexity…
FUNDING
PROFESSIONAL BODIES
DEANS OF FOUR SCHOOLS
Development
Feedback
Students
IPL PROGRAMME COMMITTEE
ODP
PHA
OT
MID
CIPP
SLT
NUR
MED
Feedback
Staff
Facilitators
PT
Lessons learnt - one needs to…
1.
2.
3.
4.
5.
nurture and ensure that there is support “from the top”
have a team responsible for IPL delivery, development and evaluation
have regular meetings with a IPL programme committee
pay careful attention to the preparation of learning intervention(s)
remember to link the content of the learning intervention & its assignments
to the set learning outcomes
6. train facilitators
7. provide ongoing support & engagement of students and staff
8. complete early evaluation of feedback & regular development
9. be open to new ideas – foster innovation
10. be mindful of the importance of sustainability
11. pilot new interventions
12. stay strong… keep faith in what you do and why…
Remember to…
It is an ongoing process…