1. Graduate School of Medicine University of Wollongong Educators learning together and modeling interprofessional collaboration Sue Vella, Sal Sanzone, Helen Simpson, Nicky Hudson

2. 2 Background Graduate entry, 4 year medical degree 80 students across two campuses Integrated, spiral curriculum Clinical skills centre at both campuses Competency based approach, temporally matched to the curriculum Competency assessment is an integral part of instructional design

3. 3 Theoretical Background Developing interprofessional education (IPE) Role of nurse tutors in medical education 1 Interprofessional education needs to be well timed 2

4. 4 SHOALHAVEN CAMPUS (24) WOLLONGONG CAMPUS (54) ASSOC DIRECTOR DIRECTOR COORDINATOR 3 TUTORS 2 SUPPORT STAFF 1 TUTOR 2 SUPPORT STAFF Clinical Skills Centres Staff

5. 5 Aims To investigate the formation of the interprofessional team of clinical skills tutors within the UoW and To investigate whether the clinical skills team think of themselves as a collaborative team.

6. 6 Methods Subjects - all permanent tutors invited (N=5) Semi structured interviews with independent interviewer Four questions Analysis - independent and consensus

7. 7 Moving Professions “Coming to this position I was very excited to work with other nurses who had different backgrounds that I could learn from them and share what I knew with them” “I am rating this one as one of the most interesting jobs and almost certainly one of the most difficult jobs I have done in my life”

8. 8 “I guess it was our inner feeling that we always felt that how are they [medical students] going to be with nurses teaching them…” “I have people [in the team] who look at me for guidance in that particular thing and initially I certainly felt the burden of that, feeling you know, am I really the right person to set the standard on this?” Doubts: Do we have the expertise?

9. 9 Presenting to Peers “I have to say initially I felt very inadequate with that, not in the preparation because I have a background in lesson planning and I have helped people do lesson planning, but the actual skills part of it I felt inadequate and I felt under- skilled in presenting, but once I got into it and started doing it and with the support of the others in the group, I feel a lot more confident.” “At times it is a little threatening. But yeah, I am very pleased.”

10. 10 “So I certainly like very much working together with our doctors because being from a nursing background, that is quite important in some way, to sort of get more acquainted to their thinking but also to their skills. There are certainly some skills I don’t have” “highly functional team so there is a lot of mutual respect and sharing of knowledge and I have grown…” Contributing to teamwork

11. 11 “I find it greatly difficult to be constructing something and having 6 people critique it” “I certainly appreciate their input but the frustration can occur in that slow development” Challenges of working together

12. 12 Striving for Excellence together “I find very gratifying in this team, is that everybody is highly focused on the course, teaching the students to become doctors and providing a good programme “

13. 13 Factors in development of interprofessional team Doubts Moving professions Presenting to Peers Challenges Contributing to team Striving for Excellence together

14. 14 Discussion Themes of –Doubts –Moving from previous profession, professional area –Presenting to peers Moving Professions Doubts Presenting to Peers

15. 15 Discussion Moving Professions Doubts Presenting to Peers Developing the team

16. 16 Discussion Moving Professions Doubts Presenting to Peers Contributing to team Challenges Developing the team

17. 17 Discussion Moving Professions Doubts Presenting to Peers Contributing to team Challenges Developing the team Team Interactions

18. 18 Discussion Moving Professions Doubts Presenting to Peers Contributing to team Challenges Common Goal Striving for Excellence together Developing the team Team Interactions

19. 19 Contact Hypothesis 3 To reduce conflict and promote harmony in different groups –Both groups have Equal status –Work on a shared goal, structured so both groups are mutually interdependent –Authority sanctioning –Members as seen as typical of their group – Positive contact & remove conflict

20. 20 Conclusion Moving Professions Doubts Presenting to Peers Contributing to team Challenges Common Goal Striving for Excellence together Developing the team Team Interactions Role Model

21. 21 Conclusion I would propose that a: thoughtful plan of bringing together professionals with varied expertise and supported to work towards goal of teaching a group of medical students a role model for health students of interprofessional practice.

22. 22 Implications for Practice Strength in Diversity

23. 23 Future Directions Investigate the student’s view. Do they see the clinical skills team as a model when working with others in the work place? Can the students’ be change agents for interprofessional practice within the health service? How do we promote and support the interprofessional practice of students during placements and in early years of transition within the health service industry

24. 24 Thank you to Julie Joughin Sue-Ellen Howard Clinical skills tutors Nicky Hudson

25. 25 References 1.Bradley P, Bond V & Bradley P. A questionnaire survey of student’s perceptions of nurse tutor teaching in a clinical skills learning programme. Medical Teacher 2006; 28 (1): 49 – 52. 2.Thistlewaite J & Nisbet G. Interprofessional education: what’s the point and we’re at…The Clinical Teacher 2007; 4: 67 – 72. 3.Allport GW. The nature of Prejudice. 25 th ed. London: Addison-Wesley; 1979

26. 26 Clinical Skills Centres Staff 6 Tutors, across 2 campuses Both campuses each with coordinator Director 3 Doctors, 4 Nurses Wide variety of expertise –Specialist, Generalist & Academic medicine –Academic, Clinical educators in nursing

27. 27 Factors in development of interprofessional team Doubts Moving professional Presenting to Peers

28. 28 Factors in development of interprofessional team Challenges of working together Contributing to team

29. 29 Factors in development of interprofessional team Striving for Excellence together