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Enhancing the student’s experience of interprofessional learning in practice Dr Milika Matiti, Senior Lecturer, University of Lincoln, UK Richard Pitt,

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Presentation on theme: "Enhancing the student’s experience of interprofessional learning in practice Dr Milika Matiti, Senior Lecturer, University of Lincoln, UK Richard Pitt,"— Presentation transcript:

1 Enhancing the student’s experience of interprofessional learning in practice Dr Milika Matiti, Senior Lecturer, University of Lincoln, UK Richard Pitt, Associate Professor, University of Nottingham, UK

2 Aim of the presentation  To share our experiences of developing a collaborative approach to promoting IPL in practice.  To discuss and seek ideas how to develop this project further. o Background o Implementation o e-learning resource hub o Conclusions and future developments Structure of the presentation

3 Background  Interprofessional Education IPE occurs “when two or more professions learn with, from and about each other to improve collaboration and the quality of care” (CAIPE, 1997).  IPE/IPL is widely promoted as a means of enhancing collaboration among health professional (WHO, 2010).  The proposed benefits of IPL include a more efficient use of staff and effective service provision (Lliadi, 2010) leading to improved patient care (WHO, 2010). Literature review

4 Background  Project started in 2009.  Collaborative development between United Lincolnshire Hospitals NHS Trust (ULHT) and the universities across the NHS Midlands and East Deanery.  Core group – academic staff and clinical staff.  Discussions with Directors and other stakeholders.  Visits to universities which allocate students to ULHT. Gaining support/establishing a network

5 Background Pilgrim Hospital, Boston, Lincolnshire, UK

6 Background Pilgrim Hospital, Boston, Lincolnshire, UK

7  To establish a sustainable culture of IPE within ULHT.  To develop an online repository of existing open education resource to support students and facilitators when undertaking IPL in practice.  To evaluate staff and student experiences of participating in IPL.  Three parts of the project: -IPL in Practice -E-Learning Hub - Simulation Aims of the project Background

8  The University of British Columbia (UBC) model of Interprofessional Education.  Based on the premise that: - Students have different levels of readiness. - Different learning needs at different times in the learning process. - It should be seen as tool to manage learning. (Charles, Bainbridge and Gilbert 2010). IPL framework Background o Exposure o Immersion o Mastery

9 Implementation  Flyer  Pens  Clinical educators meetings/mentor meetings  Drop in sessions within clinical areas  Facilitation workshops Promotion of the project The aim of the workshops was to prepare facilitators to lead the IPL activities and help students understand the benefits of collaborative and interprofessional practice.

10 Implementation  Learning outcomes were developed for clinical areas involved in the project.  IPL activities area developed from patient-base scenarios and focused on different activities e.g. discharge planning. IPL activities  All activities are led by clinical staff supported by lecturers.  IPL activities are based on real patients Themes: Dignity, Communication and Safeguarding.  Each clinical area has the flexibility to adapt the IPL activities depending on individual needs.

11 ChallengesSolutions Students allocated to placements at different times Mapping of student allocations Some professions are underrepresented in some areas Inviting students from other wards/departments. Facilitators to attend the presentation (scenario based) Different outcomes for each profession Themes: Dignity, Communication and Safeguard. Including more professions to facilitate IPL activities So far Nurses, Physiotherapies and Occupational Therapists. Sustaining the IPL activities in practice - ULHT to maintain ownership of the project -IPL to be facilitated by clinical staff -Involve more clinical areas -Clinical staff to keep records of IPL activities Implementation

12 ChallengesSolutions Students have different levels of knowledge of IPL concepts and themes (dignity, communication and safeguarding) - Provide pre-reading and additional support materials - Explore the concept of IPL and the themes before IPL activities Not all universities were able to attend the meetings Plan for videoconferencing Involvement of medical studentMeeting with the Director of Medical Education Some clinical areas were reluctant to participate –IPL was viewed as an additional workload -IPL promotion workshops -Drop in ward/department IPL information sessions Implementation

13 Initial evaluations: A sample of student’s comments “Highlighted different professional roles and areas of crossover and therefore the importance of communicating with other professionals” (Physiotherapy student) “The benefit of this form of learning is that students will have a better working knowledge of other professionals, enabling us to make appropriate referrals to other professionals and work closely with them” (Nursing student)

14 Implementation Initial evaluations: More comments “I have learnt how extensive the OT assessment is and how important it is for correct documentation so that the other profession can gain from it” (Dietetics student) “I have learnt the importance of knowing each other’s roles in patient care” (Nursing student)

15 e-learning resource hub  Following the initial meetings with practice colleagues it was proposed that an e-learning resource package should be developed to provide information about the IPL project. This resource would be based on existing learning objects.  Provide information about the IPL project but link to existing resources e.g. TIGER, SBAR.

16 e-learning resource hub  Open educational resource without restricted access (ULHT website) o Open access o Integrated with ULHT education and training

17 Conclusions  Initial evaluations have demonstrated that students and staff have valued the IPL activities.  Academics and clinical staff have felt fully engaged in the project.  The clinical setting provides the most appropriate environment for IPL.

18 Future developments  Evaluate the staff and students experiences of the IPL pilot project – Action Research  Aims are: -To Evaluate staff and students’ experiences of IPE and extend IPE /IPL activities to other wards -Departments Complete the development of the e-learning hub on the ULHT website Seek funds for the project  Involve more clinical staff in developing IPL activities.  Sustain and expand IPL project to other areas. .  Maintain a sustainable network of academics and clinical staff to ensure IPL is embedded within clinical practice.

19 References  Charles, G., Bainbridge, L. and Gilbert, J. (2010) The University of British Columbia Model of Interprofessional Education, Journal of Interprofessional Care, 24(1) 9-18.  CAIPE (2012) Interprofessional Education in pre-registration courses – A CAIPE guide for Commissioners and Regulators of Education, Centre for the Advancement of Interprofessional Education, UK.  Iliadi, P. (2010) Accountability and collaborative care: How interprofessional education promotes them. Health Science Journal 4(3), 129-135.  WHO (2010) Framework for Action on Interprofessional Education and Collaborative Practice, Health Professions Networks Nursing and Midwifery Human Resources for Health, Geneva, Switzerland.

20 Any questions/further discussion... Image: HMS Sherwood, AIB prep

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