Presentation on theme: "Funded by the Australian Government Office for Learning and Teaching"— Presentation transcript:
1 Funded by the Australian Government Office for Learning and Teaching Interprofessional Education and Practice: Creating Leaders and Opportunitiesfor Clinical LearningMODULE 5Delivering and Implementing Interprofessional Education and Interprofessional Practice [FACILITATOR NOTE: SEAT PARTICIPANTS WITH OTHERS FROM THE SAME OR SIMILAR ORGANISATION].To be used in conjunction with the Facilitator’s Guide.Ensure participants have read Barr and Brewer (2012) and Wee and Goldsmith ‘s chapters in preparation for this module.Funded by the Australian Government Office for Learning and Teaching
2 Learning outcomesIdentify the skills and abilities required to effectively facilitate interprofessional educationExplain to participants that at the end of this module they will be able to … (refer to slide).
3 Chronic disease management Contexts in literaturePalliative carePainChronic disease managementCommunicationDiabetesDisabilityHealth promotionInfectious diseaseEthicsAcknowledge need for interprofessional education for both students and staff to ensure capabilities for interprofessional practice.Many contexts have been explored in the literature.Review potential opportunities in participants context(s).Mental healthRenal failure
4 4-week interprofessional education student “placement” Sample interprofessional education placement schedulePsychologyPhysioOTSocial WorkRNPharmacyMedicineJanDecNovFeb4-week interprofessional education student “placement”[FACILITATOR NOTE: ANIMATION IN SLIDE – NEED TO USE SLIDE ADVANCER TO REVEAL].ACTIVITY—Allow 10 minutesHave groups discuss potential interprofessional activities that could be provided to students during this 4 week overlap in their schedules at this site.DEBRIEF—Allow 5-10 minutesHave each group share one idea.Link this discussion to next slide – having highlighted possible activities now need to focus on how make sure the activities are effective.Setting X(Brewer, 2014)
5 The critical elements - reflection and debriefing Key ingredients for interprofessional education and practice2+ professionsSignificant interactivity between participants occursOpportunity to learn about, from and with each otherTeaching/learning moments are explored to highlightContributions of team membersHow team members can better work togetherStrategies for interprofessional communicationThe critical elements - reflection and debriefingRemind participants of this from previous module.
6 Students learn best when MotivatedEnvironment is supportive and safeClear goals are setInformation is relevant to their learning objectivesLearning reflects the real world practice experiencesInformation is pitched at appropriate levelActively involvedReceive regular, constructive feedbackGiven time for reflectionLiterature on adult learning informs how we facilitate interprofessional education.
7 Curtin’s student learning outcomes Students will be able to: Describe their professional knowledge, skills, attitudes & values & limitations relevant to these.Describe the contribution of other professions to health service/care.Demonstrate effective communication with clients, relatives, students, health professionals & relevant staff to ensure safe, high quality service/care.Work in partnership with the client & other professionals to plan, implement & evaluate evidence-based service/care including referring on as appropriate.Facilitate effective team interactions & provide leadership when appropriate.Evaluate the outcomes of interprofessional team collaborations & own contribution to these & suggest improvements.[FACILITATOR NOTE: PRIOR TO DELIVERING MODULE READ BIGGS (2003).]Discuss constructive alignment process (Biggs, 2003).Outcomes → learning experience/activities →assessment of outcomes.Example of outcomes from Curtin University’s IPP programme.Need to link these outcomes to students future learning practice as health professionals.
8 Practice-based interprofessional education model Students from different professions within their concurrent uniprofessional placements e.g. capturing opportunities for collaborative practice with clients – red flag cases, team meetingsComplementary students activities that are external to concurrent uniprofessional placements - lunchtime meetings, study days & events, shadowing & interviewing other professionsDedicated interprofessional team-based placements providing planned interprofessional interventions with clients – training wardsDifferent methods that can provide effective interprofessional education experiences for students such as those described in the pre-reading by Barr & Brewer (2012).ACTIVITY –Allow 5 minutes.Briefly discuss how you could adapt these to interprofessional education experiences for staff?Refer participants to additional activities in resource file – tip sheet for staff and supervisors, interviewing/shadowing a team member and participation in team meetings.(Barr & Brewer, 2012)
9 Interprofessional Multiprofessional Multiprofessional to interprofessionalMultiprofessionalInterprofessionalPreviously established the difference between multiprofessional and interprofessional.Often can take what doing currently that is uni - or multiprofessional and tweak to make more interprofessional.ACTIVITY – Allow 5 minutes.You have a panel discussion on the management of diabetes, followed by a Q & A session in your workplace. How could this be made interprofessional? Generate ideas at your table.DEBRIEF –Allow 5 minutes.Share 1 idea from each group.
10 What does an effective facilitator do well? ACTIVITY – Allow 15 minutes.Reflect on your own experience of any learning experiences you have facilitated or participated in. Based on this identify what an effective facilitator does well.What does an effective facilitator do well?10 minute brainstorm in small groups.Large group debrief: each group to share 1 or 2 ideas.Point out process – trust the group to have the knowledge demonstrated here. Link the participants’ responses to what the literature has found (next slide).
11 Effective group facilitator… Plans the learning experienceOutlines the learning objectivesUnderstands group dynamics & individual behaviour within the groupDeals with difference & similarities of professionsAcknowledges the influence of power & statusPromotes thinking & problem solvingMaking language barriers explicitDealing with emotion & conflictUnmasks assumptionsEncourages interactionHighlights clinical relevanceUses cases well e.g. expands cases or generalises issues to other situationsSummarises the discussionThe listed outcomes are from Howkins & Bray (2008) study of effective interprofessional education facilitators in the UK, and Steinert’s (1996) qualitative study of small groups of medical students with their facilitators.Refer participants to relevant handouts in resource file – interprofessional facilitation scale, interprofessional practice facilitator guidelines and outcomes (PIPE project, sample weekly timetables).
12 The facilitator embraces… DifferenceDiversityResponsibilityRisk takingIndividualityConflictListeningThink about how these link to own interprofessional practice.
13 An interprofessional facilitator is… “Someone who embraces the notion of dialogue, is self- aware, learns with the group but is able to provide the appropriate learning resources and creates an environment for effective interprofessional education”.(Howkins & Bray 2008)In summary, the facilitator …Has a learner-centred approach which invites learner to take full responsibility for decisions, actions and consequences.Trusts that the learners have most of the material that you want to teach and have them teach each other. Students discover it from each other and for themselves.Key role of the facilitator is as a coach or guide of process rather than a content expert.
14 Icebreakers & interprofessional education Create a relaxing, safe learning environment – socialising as a start to building relationshipsBuild trust, respect & supportEnhance professional identityCreate inclusion & celebrate diversityEncourage leadership & self-directionFoster cooperation & teamworkNeed to build a foundation for collaboration – ice breakers can facilitate this.Apply to clinicians – team building within their setting and first day with student group.Suggested icebreaker activities in resource file.
15 Team feedback considerations WhatWhyWhenWho – facilitator, self and/or peerHowTip – check in, check up, check outFeedback is a critical component of the learning process.Always consider:What feedback you are giving and why you’re giving itWill feedback just be from you or also from other staff, clients, etc.How will you give feedback and when?Refer participants to the 7 stages of feedback handout in resource file.Model check-in and check-up throughout the programme. Pause here to highlight an example of where facilitator (s) have done this during the programme.
16 Ask team to self-assess How did we do today as a team?What enabled/supported our collaboration?Were team members heard & respected?Was there anything that happened today that interfered with your ability to contribute?Is there anything that could improve our team’s collaboration?Discussed assessment and evaluation in previous module.Can use a validated team assessment tools such as CPAT or AITSC for staff or Curtin’s IP Capability Assessment Tool for students.Self assessment which relates to reflection is critical. Need to do this as an individual team member and also as a whole team.Focus on investment, engagement, ownership & empowerment – want the team to co-construct and address the issues.Needs to be embedded in all meetings.
17 DVD scenario: medications Observe facilitator, how might you have intervened as an interprofessional education facilitator?What did they do? How did this impact on the students?[FACILITATOR NOTE: ENSURE ACCESS TO DVD PLAYER. SHOW PARTICIPANTS CLIP 6 “MEDICATIONS” FROM THE “FACILITATING INTERPROFESSIONAL COLLABORATION WITH STUDENTS” DVD. ADVISE PARTICIPANTS THAT THE CLIP IS A ROLE PLAT AND THAT IT IS NOT INTENDED TO REPRESENT ANYTHING ABOUT ANY INDIVIDUAL PROFESSION.]ACTIVITY – Allow 15 minutesAsk participants to critique and discuss key issues raise in DVD.
18 Your impact on others Visible Doing Invisible Experience Knowledge FeelingsExpectationsAssumptionsAttitudesBeliefsValues[FACILITATOR NOTE: ANIMATION IN SLIDE – NEED TO USE SLIDE ADVANCER TO REVEAL].Participants should have read Wee & Goldsmith (2008), Chapter 5., in Howkins & Bray (2008) in preparation. This image represents what Fish and Coles (1998) referred to as the “Iceberg of professional practice”.As we mentioned at the outset, the evidence shows that the critical factor in the students having a positive experience in interprofessional education is you the facilitator.Ask participants to also consider how they might have interviewed in the last DVD scenario – highlight the need to be mindful of the impact that you have on others.(Wee & Goldsmith, 2008)
19 Role play facilitation Objectives:Recognise & describe specific interprofessional group dynamics that occurPractice (or describe) specific interprofessional facilitation strategiesContribute to the debriefingDebrief led by observer – facilitator first, then team members, finally observerNote where the interprofessional capabilities are emerging so that you can name & explore themACTIVITY - allow 20 minutes.Highlight objectives of this activity which provides an opportunity for participants to take their knowledge gained to date and role play facilitating an interprofessional group.Direct participants to role play handout in resource file.Ask participants to move into small groups and find own space (without a table between them). Participants can go out of the room if suitable but nearby so that they can return to the room quickly. Assign a time keeper within the group to help manage this.Refer to next slide.
20 Facilitation practice Read case descriptionChoose character name – name tagChoose one facilitator, one observer and a time keeperRemaining select a professional role from handoutRole play for 10 minutes followed by 10 minute debriefRespond to the facilitationMore detailed debrief guidelines are in resource file.
21 Key messages/tips As an interprofessional facilitator: Plan your interprofessional education with your objectives/outcomes in mindKnow your group/team (be prepared)Consider co-facilitatingBe mindful of your own verbal & nonverbal communicationBe an authentic role model of interprofessional practiceAttend to group processFollow the 7 stages for providing team feedbackLink effective team collaboration & client care (need to balance task & process)Ensure team decision makingSummary as per slide.
22 Strategies to develop interprofessional education facilitation skills Shadow experienced interprofessional education facilitators - observe, make the implicit explicit & debrief togetherSeek a mentorCo-facilitate - coordinated, purposeful, shared preparation & planningProvide graded support to novice facilitatorEngage in formative & summative interprofessional education evaluation – formal or informalPromote critical thinking re: process and effect of interprofessional educationEstablish a group of interprofessional education facilitators to pool resourcesRead literature(Howkins & Bray, 2008)Numerous strategies available.Seek support from your organisation.
23 Reflection: you as a role model Reflect on your own collaboration – What are your strengths in collaboration?– What enables collaboration on your team?Students and colleagues will learn from what you do much more so than what you say– Consider how your actions role model collaboration– What might a student infer from what is seen?ACTIVITY – Allow 5-10 minutes.Ask participants to pause for personal reflection.Ask participants to write down their commitment to a behaviour that will ensure you are a good role model for interprofessional collaboration.
24 Think-pair-shareFrom what you have learned and experienced today, what opportunities are emerging for you to advance interprofessional education/interprofessional practice in your setting?ACTIVITY – Allow 5 minutes.Ask participants to pair with the person next to them to share ideas.
25 Support for the production of this resource has been provided by the Australian Government Office for Learning and Teaching. The views expressed in this Power Point do not necessarily reflect the views of the Australian Government Office for Learning and Teaching. Unless otherwise noted, content on this site is licensed under the Creative Commons Attribution-ShareAlike 4.0 Unported License