Curriculum planningCurriculum planning

Proposed Collaborative Proposed Collaborative working modulesworking modules

Towards a model?Towards a model?

Self (student)

•Personal identity

•Professional identity

•Skills & knowledge for practice

Others (examples)

•Users/ carers

•Educationalists

•Professional evidence base

•Peers

•Other professionals

•Organisations

•Policies

Process of Interpretation & Interaction

Inter-professional Practice ContextEducation

Context

Learning and TeachingLearning and Teaching The three collaborative working modules MUST be seen The three collaborative working modules MUST be seen

by all as integral to each curriculum not a separate by all as integral to each curriculum not a separate “pathway”“pathway”

All three modules will combine collaborative learning All three modules will combine collaborative learning opportunities with profession specific learningopportunities with profession specific learning

The amount of classroom based collaborative learning The amount of classroom based collaborative learning (IPL) will be similar to what we do now but there is an (IPL) will be similar to what we do now but there is an opportunity to enhance the learning experience of opportunity to enhance the learning experience of studentsstudents

There will be a focus on developing IPL opportunities in There will be a focus on developing IPL opportunities in practice helping students to see the relevance to their practice helping students to see the relevance to their professional specific role.professional specific role.

E learning will be developed to support placement IPE E learning will be developed to support placement IPE students on more uni-professional and/or remote students on more uni-professional and/or remote practice placementspractice placements

There will also be an emphasis on individual personal There will also be an emphasis on individual personal and professional development supported by guidance and professional development supported by guidance tutorstutors

Year 1Year 1

Title : Foundations of Collaborative Working (20 Title : Foundations of Collaborative Working (20 credits – year long)credits – year long)

A Focus on the individualA Focus on the individual

Module aims:Module aims: Enable students to explore their personal and Enable students to explore their personal and

professional identity, as a new student undertaking professional identity, as a new student undertaking a programme which will prepare them for a specific a programme which will prepare them for a specific professional role in a collaborative health and social professional role in a collaborative health and social care setting. care setting.

Provide the foundational knowledge and skills to Provide the foundational knowledge and skills to underpin their development as a lifelong learner in underpin their development as a lifelong learner in collaborative professional practice. collaborative professional practice.

Enable students to engage in uni-professional and Enable students to engage in uni-professional and inter-professional learning to begin the process of inter-professional learning to begin the process of “learning together to work together”.“learning together to work together”.

Year 2Year 2Title: Developing Skills for Collaborative WorkingTitle: Developing Skills for Collaborative WorkingYear long – 20 creditsYear long – 20 credits

A focus on the service user and the A focus on the service user and the complimentary nature of different sources of complimentary nature of different sources of knowledgeknowledge

This module will enable students to:This module will enable students to:

Further develop their professional identity in the Further develop their professional identity in the context of user/carer focused inter-professional context of user/carer focused inter-professional collaborative working. collaborative working.

Understand and appreciate the benefits of Understand and appreciate the benefits of integrated health and social care service integrated health and social care service provision.provision.

Explore the contributions from different sources of Explore the contributions from different sources of knowledge/evidence in collaborative working knowledge/evidence in collaborative working

Year 3Year 3

Title: Collaborative working in practice (Year long – 20 Title: Collaborative working in practice (Year long – 20 credits)credits)

Focus on critical analysis of inter-professional working Focus on critical analysis of inter-professional working in specific practicein specific practicesettingssettings

Practice based collaborative learning supported by Practice based collaborative learning supported by academics and E learning academics and E learning

Opportunity to embed key learning from the common Opportunity to embed key learning from the common learning projectlearning project

Would run parallel with a placement in year threeWould run parallel with a placement in year three

Module Aims:Module Aims:to enable students to explore the theory – practice to enable students to explore the theory – practice relationship that informs successful, collaborative, relationship that informs successful, collaborative, inter-professional working based on real time practice inter-professional working based on real time practice experience. experience.

Working Working Collaboratively with Collaboratively with othersothers

Working with others Working with others Groups and teams: Formation,Dynamics, Groups and teams: Formation,Dynamics,

Decision makingDecision making Communication In contextCommunication In context Barriers to successBarriers to success Facilitating factorsFacilitating factors Professional identityProfessional identity Stereotypes (professional)Stereotypes (professional) Professional rolesProfessional roles Inter-professional knowledgeInter-professional knowledge User/carer perspective in collaborationUser/carer perspective in collaboration Power & ControlPower & Control

Professional issues in Professional issues in collaborative working collaborative working

Ethics Principles/ DilemmasEthics Principles/ Dilemmas Inter-professional differencesInter-professional differences Stereotypes (personal)Stereotypes (personal) Non-discriminatory practice With users/ carers Non-discriminatory practice With users/ carers

and other professionalsand other professionals Valuing diversityValuing diversity ProfessionalismProfessionalism Codes of conductCodes of conduct Own profession & Inter-professional Own profession & Inter-professional

comparisoncomparison Self awarenessSelf awareness InteractionismInteractionism

Lifelong Learning for Lifelong Learning for collaborative practicecollaborative practice Lifelong Learning Skills Lifelong Learning Skills Information literacyInformation literacy Referencing and citationReferencing and citation Plagiarism & Using JiscPlagiarism & Using Jisc Academic writing skills at Level 4, 5 & 6Academic writing skills at Level 4, 5 & 6 Writing criticallyWriting critically Language of researchLanguage of research Research theoryResearch theory Appraising the research literatureAppraising the research literature Complimentary knowledge and its use in collaborative Complimentary knowledge and its use in collaborative

workingworking Knowledge differences and the relevance for Knowledge differences and the relevance for

collaborative decision making in user focused service collaborative decision making in user focused service deliverydelivery

IPL in placementIPL in placement

Inter-professional/ collaborative working in contextInter-professional/ collaborative working in context Draw on learning from common learning projectDraw on learning from common learning project Real users/ patients/ carersReal users/ patients/ carers Real practice situationsReal practice situations Be assessedBe assessed

Working with stakeholders we need to:Working with stakeholders we need to: Develop a summative “competency” in each year related Develop a summative “competency” in each year related

to IPL to IPL Devise suggestions for achievement of above for inclusion Devise suggestions for achievement of above for inclusion

in POLOs (draw on common learning project)in POLOs (draw on common learning project) Prepare and support practice assessorsPrepare and support practice assessors Evaluate Evaluate