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Interprofessional dimensions to Higher Education Practice: Getting closer to communities
Professor Debra HumphrisDirectorHealth Care Innovation UnitUniversity of Southampton, UK
University of Southampton
• Founded in 1862, own Charter since 1952
• 20,000 students, 2,000 international students, from over 100 countries
•7th largest HEFCE QR grant (05/06)
•5/5* grade in 24 of 34 subjects
Background
Long tradition in the University of Southampton of working across health & social care
New Generation Project – DoH Leading Edge site for undergraduate change
Corporate commitment to IP learning: Learning & Teaching Enhancement Strategy
Wider policy context
HEFCE Centre for Excellence in Learning and Teaching
Interprofessional drivers
‘One of the most effective ways to foster an understanding about and respect for various professional roles and the value of multi-professional teams is to expose medical and nursing students, other healthcare professionals and managers to shared education and training’
The Report of the Bristol Inquiry, Para 18
Learning from the past, working differently
Interprofessional drivers
Recommendation 14:
The National Agency for Children and Families should require each of the training bodies covering the services provided by doctors, nurses, teachers, police officers, officers working in housing departments, and social workers to demonstrate that effective joint working between each of these professional groups features in their national training programmes.
paragraph 17.114
The New Generation Project
Widening access and entry
New pathways& partners Developing an
interprofessional Common Learning Programme
Inter Professional Learning Units
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5
3 Year Programmes: Midwifery, Nursing, Occupational Therapy, Physiotherapy, Podiatry, Radiography and Social Work
Key Profession specific learning
Learning in Common
Inter-professional learning
4 Year Programmes: Audiology, Medicine (BM4), Pharmacy
5 Year Programmes: Medicine (BM5)
The New Generation Project
Eleven pre qualifying professions (Audiology, Nursing, Medicine, Midwifery, Occupational Therapy, Physiotherapy, Podiatry, Pharmacy, Radiography
(diagnostic) Radiography (Therapeutic) Social Work Small group model of learning (10) 1500 students per academic year Practice settings with Health and Social Care
employers across Hampshire
Unit 1 - Collaborative Learning Unit 2 - Inter-professional Team Working Unit 3 - Inter-professional Development in Practice
The Regulators
Department of Health Regulatory Unit
Model of Learning
Guided Discovery Learning
Collaborative Learning
Inter-professional Learning
Facilitated Collaborative Learning
O’Halloran, Hean, Humphris & Macleod Clark (2006)
Centre for Excellence in Teaching & Learning
Recognise & reward excellence in inter-professional teaching
Develop inter-professional learning to support workforce development in the areas of Children & Families services and services for people with long term conditions
Work in partnership with the NHS, Social Services, Education Services, FECs, HEIs and the wider CETL community.
Create a dynamic Learning Hub at the heart of the CETL:IPPS
Exploit the academic synergies in education and research across the University focusing on knowledge transfer into the practice of public services
Working with Southampton City Council: Children’s Services and Learning Directorate
Targeted specifically to address ‘Every Child Matters’
Delivering CPD for senior managers within integrated children's services (Education, Social Care, Health)
Pedagogical research
Exiting workforce supporting culture for new practitioners
Challenges of function and form
Function
Creating practitioners fit for the future, with the skills to work in effective multi professional teams
Form
How do we continue to evolve the curriculum in an inclusive and relevant way?
Implications for organisational form within Universities
Critical relationships with practice
requisite variety
..equilibrium is in fact a precursor to death, being a state in which a living system is less responsive to changes occurring around it.
Pascale (2000)
The law of requisite variety
The survival of any organism depends on its capability to cultivate (not just tolerate) variety in its internal structure
Pascale (2000)
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