Curriculum planning Proposed Collaborative working modules

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 Context Education Context

Learning and Teaching The three collaborative working modules MUST be seen by all as integral to each curriculum not a separate “pathway” The three collaborative working modules MUST be seen by all as integral to each curriculum not a separate “pathway” All three modules will combine collaborative learning opportunities with profession specific learning All three modules will combine collaborative learning opportunities with profession specific learning The amount of classroom based collaborative learning (IPL) will be similar to what we do now but there is an opportunity to enhance the learning experience of students The amount of classroom based collaborative learning (IPL) will be similar to what we do now but there is an opportunity to enhance the learning experience of students There will be a focus on developing IPL opportunities in practice helping students to see the relevance to their professional specific role. There will be a focus on developing IPL opportunities in practice helping students to see the relevance to their professional specific role. E learning will be developed to support placement IPE students on more uni-professional and/or remote practice placements E learning will be developed to support placement IPE students on more uni-professional and/or remote practice placements There will also be an emphasis on individual personal and professional development supported by guidance tutors There will also be an emphasis on individual personal and professional development supported by guidance tutors

Year 1 Title : Foundations of Collaborative Working (20 credits – year long) A Focus on the individual A Focus on the individual Module aims: Enable students to explore their personal and professional identity, as a new student undertaking a programme which will prepare them for a specific professional role in a collaborative health and social care setting. Enable students to explore their personal and professional identity, as a new student undertaking a programme which will prepare them for a specific professional role in a collaborative health and social care setting. Provide the foundational knowledge and skills to underpin their development as a lifelong learner in collaborative professional practice. Provide the foundational knowledge and skills to underpin their development as a lifelong learner in collaborative professional practice. Enable students to engage in uni-professional and inter- professional learning to begin the process of “learning together to work together”. Enable students to engage in uni-professional and inter- professional learning to begin the process of “learning together to work together”.

Year 2 Title: Developing Skills for Collaborative Working Year long – 20 credits A focus on the service user and the complimentary nature of different sources of knowledge A focus on the service user and the complimentary nature of different sources of knowledge This module will enable students to: Further develop their professional identity in the context of user/carer focused inter-professional collaborative working. Further develop their professional identity in the context of user/carer focused inter-professional collaborative working. Understand and appreciate the benefits of integrated health and social care service provision. Understand and appreciate the benefits of integrated health and social care service provision. Explore the contributions from different sources of knowledge/evidence in collaborative working Explore the contributions from different sources of knowledge/evidence in collaborative working

Year 3 Title: Collaborative working in practice (Year long – 20 credits) Focus on critical analysis of inter-professional working in specific practice Focus on critical analysis of inter-professional working in specific practicesettings Practice based collaborative learning supported by academics and E learning Practice based collaborative learning supported by academics and E learning Opportunity to embed key learning from the common learning project Opportunity to embed key learning from the common learning project Would run parallel with a placement in year three Would run parallel with a placement in year three Module Aims: to enable students to explore the theory – practice relationship that informs successful, collaborative, inter- professional working based on real time practice experience.

Working Collaboratively with others Working with others Working with others Groups and teams: Formation,Dynamics, Decision making Groups and teams: Formation,Dynamics, Decision making Communication In context Communication In context Barriers to success Barriers to success Facilitating factors Facilitating factors Professional identity Professional identity Stereotypes (professional) Stereotypes (professional) Professional roles Professional roles Inter-professional knowledge Inter-professional knowledge User/carer perspective in collaboration User/carer perspective in collaboration Power & Control Power & Control

Professional issues in collaborative working Ethics Principles/ Dilemmas Ethics Principles/ Dilemmas Inter-professional differences Inter-professional differences Stereotypes (personal) Stereotypes (personal) Non-discriminatory practice With users/ carers and other professionals Non-discriminatory practice With users/ carers and other professionals Valuing diversity Valuing diversity Professionalism Professionalism Codes of conduct Codes of conduct Own profession & Inter-professional comparison Own profession & Inter-professional comparison Self awareness Self awareness Interactionism Interactionism

Lifelong Learning for collaborative practice Lifelong Learning Skills Lifelong Learning Skills Information literacy Information literacy Referencing and citation Referencing and citation Plagiarism & Using Jisc Plagiarism & Using Jisc Academic writing skills at Level 4, 5 & 6 Academic writing skills at Level 4, 5 & 6 Writing critically Writing critically Language of research Language of research Research theory Research theory Appraising the research literature Appraising the research literature Complimentary knowledge and its use in collaborative working Complimentary knowledge and its use in collaborative working Knowledge differences and the relevance for collaborative decision making in user focused service delivery Knowledge differences and the relevance for collaborative decision making in user focused service delivery

IPL in placement Inter-professional/ collaborative working in context Inter-professional/ collaborative working in context Draw on learning from common learning project Draw on learning from common learning project Real users/ patients/ carers Real users/ patients/ carers Real practice situations Real practice situations Be assessed Be assessed Working with stakeholders we need to: Develop a summative “competency” in each year related to IPL Develop a summative “competency” in each year related to IPL Devise suggestions for achievement of above for inclusion in POLOs (draw on common learning project) Devise suggestions for achievement of above for inclusion in POLOs (draw on common learning project) Prepare and support practice assessors Prepare and support practice assessors Evaluate Evaluate