Transcript Slide 1

Interprofessionalism in Motion
A Student Perspective
M. Yeung, N. Soobul, T. Coulter
Our Journey
Excellent teamwork has the potential to improve both the quality and swiftness in which patients receive care.
Interprofessional education gives students the opportunity to develop patient and carer relationships by
placing them in the centre of service delivery. In doing so, not only do they learn the values of patients, but
also the importance of inter-disciplinary teamwork. Following basic principles, students from both health and
social care settings work together to learn together. Here at the University of Leicester and De Montfort
University, we employ a three strand model towards Interprofessional Education. As first year students we
have completed strand one and stand two. Strand one introduces concepts of teamwork and stereotypes while
strand two (Health in the Community) incorporates active collaborative working within a range of health and
social care professionals to maximise better patient outcomes. This is our primary focus coupled with a
continuous cycle of ‘learning and doing’ while at the same time also building on past and present experiences.
By highlighting the importance of reflection, we are able to constantly stay innovative in our journey to improve
care for patients.
“There is no “I” in team. Different
professionals offer different strengths and
weaknesses and as they work together
strengths are reinforced and weaknesses
are eliminated.” – Medical student
“Listening to their experiences
and analysing this to identify
how it can improve practice.”
– Social Work student
Decreases Gaps in Service
Interdisciplinary teams work more effectively
together, rather than in isolation, as they draw upon
the collective strengths of team members’
experiences and perspectives to address
healthcare problems. [1]
By doing so, the patient will be provided with
ongoing care in every aspect of their condition, from
problems with hearing (eg. Audiologist) to the loss
of basic motor functions (eg. Physiotherapist).
Team Awareness
Reflection
on a past
from it, and
It promotes
encourages
All individuals must have an understanding of the
other disciplines of other team members, so that
their contribution may strive to develop harmony
among the diverse members of the team and
guarantee a successful outcome for the patient. [2]
Ultimately, it enables one to be self critical and is
known to increase professional knowledge which is
of benefit to both the patient and service provider.[3]
Members of a team must remain open in agreeing
that care is improved when delivered by a
functional interdisciplinary team.
Shared Learning
Patient Centred Care
Shared learning between health and social care
professionals has been known to improve the
ability of individuals to work together in optimising
future service delivery. Learning from peers does
not only provide the opportunity to learn about
other disciplines, but also teaches the individuals
about co-operative team working in future
practice.[5]
Communication between health and social care
providers and the patient is essential in the
delivery of safe and high quality care. The ideas,
concerns and expectations of the patient may be
challenging for interdisciplinary teams at times, but
must be considered in order to gain a more
informed picture of the individual and their
requirements.
This process begins early on in their careers with
skills being maintained , improved and developed
to promote commitment towards Continuing
Professional Development (CPD).
Addressing these components is consistent with a
holistic approach to care thereby leading to an
improvement in patient satisfaction, concordance
and ultimately better outcomes.
An active process of looking back
experience, thinking about it, learning
applying it to improve future practice.
recognition of good standards and
adherence to them.
Mission Statement
“The whole is greater than the sum of its parts.”[4]
The setting of goals focuses individuals to direct
their efforts towards relevant activities in order to
ensure that they have a clear perspective of what
must be achieved. The prioritisation of services and
resources ensures long term vision and motivation
whilst instilling a sense of ownership in each
member, thus leading to a boost in team morale.
Conclusion
We believe health and social care professionals work successfully when not in opposition with one another, but instead in collaboration with each other. This is
facilitated through interprofessional learning which encourages interaction between all the different professionals on a greater scale. Working alongside students
studying various health and social care disciplines has helped us realise how imperative it is to work in unison together as “it is not enough to become an
individual competent practitioner but also to be able to interact effectively with colleagues from other professions.” [6]
* The word patient is used on this poster to embrace all terms used by different health and social care disciplines to describe the general public receiving care services e.g. service users, client etc.
REFERENCES:
[1] Coopman, S. J. “Democracy, performance, and outcomes in interdisciplinary health care teams.” Journal of Business Communication. 2001; 38(3): 261-284
[2] Rees, G., Edmunds, S., & Huby, G. “Evaluation and development of integrated teams: the use of significant event analysis.” Journal of Interprofessional Care. 2005; 19(2): 125-136
[3] Bailey, J. “Reflective Practice: Implementing theory.” Nursing Standard 1995; 9(46): 29-31
[4] Apker, J., Propp, K. M., & Ford, W. S. Z. “Negotiating status and identity tensions in healthcare team interactions: An exploration of nurse role dialectics.” Journal of Applied Communication Research. 2005; 33(2): 93-115
[5] Barr, H. 2003. “Interprofessional education today, yesterday and tomorrow. UK: Learning and Teaching Support Network for Health Sciences and Practice, Centre for Health Science and Practice.
[6] New Generation Project. (2003) Inter-Professional Learning Resources File for Study Block A. Southampton.
About the Authors…
Melvin Yeung: First-Year Medical Student (Undergraduate Entry Medicine) studying at University of Leicester
Natasha Soobul: First-Year Medical Student (Graduate Entry Medicine) studying at University of Leicester
Tiffany Coulter: First-Year Speech and Language Therapist studying at De Montfort University