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Interprofessional Education at UEA Overview of IPL delivery & Lessons learnt. Oslo 27 th September 2011. Content of presentation. Theories underpinning our IPL intervention Facilitator training Pre-registration IPL Complexity Lessons learnt. - PowerPoint PPT Presentation
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Oslo 27th
September 2011
Interprofessional Education at UEA
Overview of IPL delivery
&
Lessons learnt
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
• 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
The Facilitator Training Programme
(FTP) Freeman S, Wright A & Lindqvist S (JIC, available online).
FTP model
6. Resources
2. Context
5. Role & skills
8. Evaluation
3. Small groupwork
1.Objectives
4. Groupdynamics
7. SupportStudent
IPEintervention
6. Resources
2. Context
5. Role & skills
8. Evaluation
3. Small groupwork
1.Objectives
4. Groupdynamics
7. SupportStudent
IPEintervention
Pre-registration IPL
Is developed by the Centre for Interprofessional Practice
in close collaboration with students and staff
• 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
For students to:
Objectives of pre-reg IPL
• develop knowledge, skills, attitudes and behaviour that facilitate effective interprofessional teamworking
Pre-Registration IPL programme
IPL1
IPL2
IPL3
Classroom based – compulsory for students in year one
Integration into practice – compulsory for students in year two
Involvement of patients, carers and experienced professionals – voluntary for students in their final year/ year
three
IPL4Involvement of service users and experienced professionals –
voluntary for students in their final year
• 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)
IPL1
• Small multiprofessional groups (6-8 students)
• Case-based learning
• Based on a pilot run during spring 2003 (Lindqvist et al., 2005a)
• 7-week programme
• Weekly meetings, both with and without facilitator
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
In IPL1
Learning outcomes for IPL1
• 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
After successful completion of IPL1, and associated independent learning, students will be able to:
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
• In 2009 ~ 600 healthcare students completed IPL2
• Small multiprofessional groups (6-8 students)
• Case-based learning, with the focus on communication
• Integration into practice
• Students meet 3 times over the year to share experiences in practice
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
In IPL2
Learning outcomes for IPL2
• 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.
After successful completion of IPL2, and associated independent learning, students will be able to
demonstrate:
• 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
IPL2 assignments
• 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
IPL3
we use real case scenarios in multiprofessional groups
thus providing students with an opportunity
to work together with
experienced professionals, patients and carers.
In IPL3
• 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
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
In IPL4
CIPP MED
MIDNUR
PTOT
PHA
SLT
ODP
IPL PROGRAMME COMMITTEE
DEANS OF FOUR SCHOOLS
PROFESSIONAL BODIES
FUNDING
Students Staff
Feedback Feedback
Facilitators
Networking Research
Development
Complexity…
1. nurture and ensure that there is support “from the top”
2. have a team responsible for IPL delivery, development and evaluation
3. have regular meetings with a IPL programme committee
4. pay careful attention to the preparation of learning intervention(s)
5. 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…
Lessons learnt - one needs to…
It is an ongoing process…
Remember to…