Griffith Health IPL Activities in the School of Applied Psychology Associate Professor Shirley Morrissey School of Applied Psychology Griffith University

What is this thing called IPL? Interprofessional education occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care 1 1.Centre for the Advancement of Interprofessional Education, 2002

Griffith Health IPL Framework Devised through an interprofessional collaborative process in 2011 Aims to have all health professional graduates from Griffith University competent for interprofessional collaborative practice by the end of threshold learning outcomes that all health professional graduates will need to achieve Three phases of learning activities

3-phase pedagogy Professional Registration Health professional program Phase I: Health professions literacy Phase II: Simulated IPP experience Phase III: Real patient or client care IPP experience

3-phase pedagogy Phase I Aimed at students gaining foundational ‘health professions literacy’ = an understanding of the history, theoretical underpinnings, philosophy, roles and contributions of the major health professions, including participants' own Does not necessarily have to be learnt interprofessionally E.g. Video-based online learning package for use in 1 st year, embedded in a compulsory course such as abnormal psychology, or in a professional practice course

Current opportunities for IPL for Psychology students ProgramYear level CourseActivity Phase 1 Bachelor of Psychological Science/Bachelor of Psychology and all double degrees 1 st year 3 rd year 1205MED (E) 3009PSY* (C) Health Challenges course or Abnormal psychcology course Lecture and tutorial Bachelor of Psychology (Hons)/Bachelor of Psychological Science (Hons) 4th year 6021PSY (C) 3 hour seminar on multidisciplinary mental health Assessed by exam Phase 2 Masters in Clinical Psychology/Clinical PhD 5th year 8181/8182PSY (C) Mandatory minimum 6 hours of IPL i)Communication Skills Workshops ii) Mental health workshops Assessed by Reflection exercise in portfolio Phase 2 Masters in Clinical Psychology/Clinical PhD 6th year 7241PSY (C) Mandatory minimum 6 hours of IPL i)CLEIMS 4 Assessed by Reflection exercise in portfolio Phase 3 Masters in Clinical Psychology/ Clinical PhD 6th year 8183/8184PSY (C) External supervised placement Assessed by Reflection exercise in portfolio

3-phase pedagogy Phase II Simulated interprofessional practice experience, with learning supported by critical reflection Shared communications skills workshops utilising live simulated patients and clients CLEIMS 4: simulated patients Preparing students for multidisciplinary mental health workshops (small group and video based activity) -teams of students working together.

Current opportunities for IPL for Psychology students ProgramYear levelCourseActivity Phase 1 Bachelor of Psychological Science/Bachelor of Psychology and all double degrees 1 st year 3 rd year 1205MED (E) 3009PSY* (C) Lecture and tutorial Bachelor of Psychology (Hons)/Bachelor of Psychological Science (Hons) 4th year 6021PSY (C) 3 hour seminar on multidisciplinary mental health Assessed by exam Phase 2 Masters in Clinical Psychology/Clinical PhD 5th year 8181/8182PSY (C) Mandatory minimum 6 hours of IPL i)Communication Skills Workshops ii) Mental health workshops Assessed by Reflection exercise in portfolio Phase 2 Masters in Clinical Psychology/ Clinical PhD 6th year 7241PSY (C) Mandatory minimum 6 hours of IPL :CLEIMS 4 Assessed by Reflection exercise Phase 3 Masters in Clinical Psychology/ Clinical PhD 6th year 8183/8184PSY (C) External supervised placement Assessed by Reflection exercise in portfolio

Phase III Real patient or client care interprofessional collaborative care experience Best learnt from working in a interprofessional student service team Examples around the world, including … Recent pilot in Adult Community Health in GCHHS at Robina Health Precinct

Current opportunities for IPL for Psychology students ProgramYear level CourseActivity Phase 1 Bachelor of Psychological Science/Bachelor of Psychology and all double degrees 1 st year 3 rd year 1205MED (E) 3009PSY* (C) Lecture and tutorial Bachelor of Psychology (Hons)/Bachelor of Psychological Science (Hons) 4th year 6021PSY (C) 3 hour seminar on multidisciplinary mental health Assessed by exam Phase 2 Masters in Clinical Psychology/ Clinical PhD 5th year 8181/8182PSY (C) Mandatory minimum 6 hours of IPL i)Communication Skills Workshops ii) Mental health workshops Assessed by Reflection exercise in portfolio Phase 2 Masters in Clinical Psychology/ Clinical PhD 6th year 7241PSY (C) Mandatory minimum 6 hours of IPL CLEIMS 4 Assessed by Reflection exercise in portfolio Phase 3 Masters in Clinical Psychology/ Clinical PhD 6th year 8183/8184PSY (C) External supervised placement Assessed by Reflection exercise in portfolio

Phase 2: Preparation for Multidisciplinary Mental health practice workshops Cross-disciplinary or Interprofessional education (CDE/IPE) Academic disciplines that form an important cross-disciplinary area and provide opportunities for educators to model respect for other disciplinary perspectives Interprofessional learning (IPL) opportunities for students to learn with, from and about each other Multidisciplinary mental health practice (MD MHP) Opportunities for students to focus explicitly on the processes and functions of working in multidisciplinary teams

Learning Outcomes Demonstrate understanding and skills for working in a multidisciplinary mental health setting Display professional attitudes for working in a multidisciplinary mental health setting Develop awareness of interpersonal and communication factors necessary for a well functioning team These are consistent with the Griffith IPL Framework threshold learning outcomes: describe the roles, responsibilities, practices and expertise of effective members of their own profession (TLO # 4) describe the roles, practices and expertise of effective members of each of the other major health professions (TLO # 5) recognise and challenge stereotypical views in relation to the roles, practices and expertise of particular health professions in their own thinking and in the communication of others (TLO# 6)

Activity 1: self assessment Activity 2:POEM Activity 3:Introducing Peter and Julie Activity 4: Introducing the multidisciplinary team Activity 5:Consumer and carer perspectives Activity 6:Home visit – analysing communication (1) Activity 7:Medication – analysing communication (2) Activity 8:Ethics and National Practice Standards Activity 9:Consumer stories Activity 10: Developing an integrated care plan Activity 11: Self care Activity 12: Developing own POEM Placement workbook activities Reflective journal Explicit learning goals for multidisciplinary mental health practice Teaching/learning together activities

POEM In small groups – what do you know about the philosophies, ontology, epistemology and methods of own and other disciplines? Philosophy: or historical background for each discipline Ontology: how members of the specific discipline join with the client on their journey with mental illness Epistemology: theory or grounds for what knowledge is necessary to practice Methods: used when working with clients

Process Between 10 and 22 students in a group from at least 3 disciplines (psychology, social work, nursing or medicine) Small group activity – and feedback to larger group Series of DVD clips of a client entering the mental health system and his journey through the system and discussion activities in groups Focus is on the mental health team, on poor communication, on negative stereotypes, on a lack of team work, and on poor coping strategies. Since 2010 approximately 200 students have completed these workshops

“Was good to get a perspective of what other professions do” “Upon reflection I knew much less about the other professions that I first thought” “It was very helpful to talk and discuss the difference in different disciplines and to be able to question the members in person…” Student quotes

“I learned that is important to communicate with teams and to be respectful of each others’ role and discipline” “Gained understanding that each profession plays a unique role and even though they may hold different values/philosophies, they complement each other and aim to work towards the best interests of the clients”. Student quotes

“engaging with and learning from other disciplines was very valuable” “As a general comment about the workshop, I think it would be especially helpful as part of the prac preparation that social work students have to undertake before placement. The workshop helped to articulate the roles of the multi-disciplinary team” “Very worthwhile, the content included lots of material in an effective way” Student quotes

Phase 3 activities for Psychology students At the moment limited to our postgraduate students in clinical psychology Already participate in multi-disciplinary practice settings, but until 2012 without a reflection on the interprofessional practice Now need to reflect on the relationships between their peers and colleagues, and the well functionning or otherwise of the Interprofessional team.

What’s next? Embed phase 1 activities in undergrad program: Make 1205MED compulsory for all 1 st year psychology students? 2nd year health psychology course beginning in 2015 – make health fusion challenge an assessable activity in this course? Develop opportunities for 4 th year psychology students (pre-professional students) in phase 2 activities Considering the Communication Skills workshops Work integrated practical component…? IPP possible? Competency assessment for postgraduate students? Research data! Write our experiences up! Good Practice Guide to IPL in Psychology?

Griffith Health IPL TLOs 1. articulate the purpose for effective interprofessional practice, in relation to optimisation of the quality, effectiveness and person- centredness of health and social services, in order to assist patients and clients to maximise their health and wellbeing 2. work effectively in a team, both in the role of team member and of team leader 3.describe the potential barriers to effective teamwork and strategies through which they may be overcome 4.describe the roles, responsibilities, practices and expertise of effective members of their own profession 5.describe the roles, practices and expertise of effective members of each of the other major health professions 6.recognise and challenge stereotypical views in relation to the roles, practices and expertise of particular health professions in their own thinking and in the communication of others Upon graduation, Griffith-trained health professionals will be able to:

Griffith Health IPL TLOs 7. express their professional opinions competently, confidently and respectfully to colleagues in any health profession 8. listen to the opinions of other health professionals effectively and respectfully, valuing each contribution in relation to its usefulness for the patient, client or community concerned, rather than on the basis of the professional background of its contributor 9.for individual level care: synthesise the input of multiple professional colleagues, together with the beliefs, priorities and wishes of the patient or client and their significant others, to reach consensus on optimal treatment, care and support and how it should be provided, while for community level health activity: synthesise the input of multiple professional colleagues, together with the values and priorities of the community concerned, to reach consensus on optimal interventions and how they should be implemented 10. reflect critically and creatively on their own performance in health professional team settings. Upon graduation, Griffith-trained health professionals will be able to: