1. Workshop 01 Discovering Our Interprofessional Teamwork
Lecture Notes
The first workshop begins the process by helping the team to identify their team strengths and to discover about the knowledge, skills and expertise they bring as a group to their teamwork.

2. Goals of the Workshop Series
To assist practicing professionals to identify the strengths their current team practices bring to collaborative practice
To build from the team strengths in creating a ‘dream’ team functioning environment that:
enhances the quality of care provided to patients and their chosen family member
effective interprofessional communications across health providers, patients and family members that leads to best practices in health care delivery
Lecture Notes
Goals of the workshop series are provided and include identifying the strengths currently on the health team. As you progress through the series, the team strengths will help to create the ‘dream’ team.

3. Goals of the Workshop Series cont.
To build onto team strengths in working together to:
Allow health providers to be fully utilized to their full scopes of practice
Ensure all members of the team’s knowledge, skills, and expertise are used within teams
To create an action plan to integrate strengths and enhancements to team functioning
To test the operationalization of the ‘dream’ in achieving identified team functioning outcomes
Lecture Notes

4. Appreciative Inquiry The 4-D Cycle (AI Commons http://ai.cwru.edu)
Lecture Notes
What is Appreciative Inquiry (AI)? Why is it useful to team work?
The philosophy behind AI is based on the belief that if we look at setting our performance against a prescribed marker that is all we will strive to achieve. AI is suitable with current trends in health care for innovative solutions to fit into a world where change is a constant.
It allows members of teams to use creative thinking and develop models of care that are unique to care needs and to your team. They are your ‘dream’ of what you want your quality of care delivery to be. In this workshop series, you and your team will be guided through the 4-D cycle of AI.
Encourage participants to access the AI Commons Website listed on the slide for more information.
This approach was developed by Cooperrider and Srivastva in 1987 when they began experimenting with its use in organizations. It has four basic principles:
Appreciation,
Applicability to practice,
Proactivity thinking about team practice, and
Achieving collaboration with team members.
The AI approach allows teams to ‘stretch’ their thinking to new ideas and then working together to make it happen.

5. National Competency Framework
Lecture Notes
This is the CIHC Interprofessional Competency Framework.

6. What is interprofessional collaborative practice?
Interprofessional collaborative practice involves a partnership between a team
of health professionals and a client in a participatory, collaborative and
coordinated approach to shared decision- making around health and
social issues*
*Orchard, CA, and Curran, V., Centres of excellence for interdisciplinary collaborative professional practice. Prepared for Office of Nursing Policy: Health Canada, 2003.
Lecture Notes
This definition is the same one that is found in the CIHC Competency Framework.
The components of collaborative care include:
Partnership,
Cooperation,
Coordination and
Shared decision making
It has been researched that many health professionals focus on the health aspects of care. But, in reality, the ability of the client to access this care can often have social issues associated with funds to obtain treatment and lack of ability to access treatments.

7. Interprofessional vs. Multi-disciplinary Care
Interprofessional care -- all health professionals work together in developing a plan of care with a patient
Multi-disciplinary care -- each health professional assesses the patient on his/her own and all the health professionals may or may not discuss their individual plans for the patient
Lecture Notes
This slide provides the difference between multi-disciplinary care and interprofessional collaborative care.
Often, well functioning teams are using multi-disciplinary practices and their practices can be significantly enhanced if they move to collaborative practice.

8. Collaborative Practice
What is your current understanding of interprofessional collaborative practice?
What needs to be in place across your agency to make IPCP a reality?
Lecture Notes
This will help participants reflect on their current team practice in the context of collaborative work.
Encourage them to comment on their current teamwork and what they feel needs to be in place within their agency/organization to support their collaborative team practice. Capture these comments as notes to provide back to the team at the conclusion of all of the workshops.

9. How we gain an understanding of each other in our society
Why is collaborating across health provider groups not always the norm?
Lecture Notes
This slide lays the foundation regarding why collaboration is not a natural means to practice.
First, it is our socialization towards understanding about health professionals (this will be more fully shown in the next slide) and, by our education in which we only study with our own professional group (this will be more fully explained in slide 11 and 12).
How we gain an understanding of each other in our society
How we are educated

10. Our Socialization Choice of PT Perception of role of PT & of other s
Media
Correction of myths about PTs
Choice of PT
PT Program
Perception of role of PT & of other s
Persistent myths about others
Lecture Notes
This slide provides the sequence of socialization influence on each health professional. (Note: PT denotes Patient)
Please provide the following guidance to participants:
Starting at the far left of the slide – before anyone chooses to study within a profession, they first talk to people in the public who explain how each health professional practices (some practice habits are accurate and other aspects not so).
Then a person is exposed to the media and how they depict health professionals (you can use a TV series to demonstrate the erroneous information about the role of health professionals).
As you move across the slide, the next stage is where an individual makes a decision as to which health professional program they wish and are accepted into.
They begin their studies and during this process, the department faculty/instructors enlighten them as to what is the true role of the health professional and correct any misconceptions they had about this specific professional. However, regarding other misconceptions about different health professionals will continue.
The individual then completes their program and enters into practice with a corrected view of their own professional practice and with the continuing misconceptions about the others they will work with together. This leads to what is termed ‘turf wars’ between health professionals due to this erroneous understanding of others scopes of practice.
The health professional education programs are now addressing this issue but those in practice still have misconceptions. In this workshop, participants will begin a role clarification process with each other.
Society
Practice

11. Our Education… Nursing OT IN-GROUP OUT- ITech GROUPS PT SW
Education of health professionals is uni-disciplinary If we apply social contact theory*...
OT IN-GROUP
Nursing
OUT-
GROUPS
ITech
Lecture Notes
This slide provides insight into why studying within a single profession without cross-disciplinary learning leads to distrust in teams. The slide focuses on the uni-disciplinary education model that most of the team members will likely have experienced in their professional career.
Pettigrew’s Social Contact Theory is then provided with a diagram of what his theory states that:
“When health professionals only study within their own discipline, they develop what is termed ‘group allegiance and cohesion’ … the outcome of this focus is seeing all other professionals as out-group members who are not fully trusted.”
Encourage participants to give some reflection on considering the number of times one profession does not trust the assessments of another. You may choose to provide a relevant example from your own practice experience. You may also remind participants about the number of times a patient is asked for the same information. PT SW
*Pettigrew, T.F. , Intergroup Contact Theory. Annual Review of Psychology, 1998, p

12. Reality: All health provider groups develop their own:
Language
Communication patterns
Ways of patient/client encounters
Perceptions of knowledge & skills of other health professionals
Codes of ethics
Lecture Notes
This slide further demonstrates the uni-educational impact on team practice. When there is minimal cross-sharing of learning or teaching across health professions, the impact is development of a unique language, termed ‘jargon’, that is not understood by other health professionals.
Unique communication patterns within a specific profession are not shared across professions. There are also different approaches to assessing patients, and a general lack of understanding about the knowledge, skills, and roles of different health professionals. Frequently, there are even different values that underlay a profession’s code of ethics and we are expected to work harmoniously together.
Data shows that 80% of untoward events for patients are due to poor interprofessional communication (IOM).
At this point, share with the participants how the workshop series is designed to overcome these barriers and move all participants to collaborate with each other.
Teamwork during educational programs where students learn across health professional programs was rare in the past but it is gradually becoming the normal environment for learning.

13. Collaborative Elements
Cooperation
Coordination
Shared decision making
Partnerships
Lecture Notes
The elements of cooperation, coordination, shared decision making and partnerships are key components for collaborative practice.

14. Workshop #1 Goals
Focus of this workshop is on ‘discovery’ about your team:
To review goals for the team’s care
To review principles for teamwork
To identify strengths in teamwork
To review the roles, knowledge, skills and expertise within the team
To reconsider where shared knowledge, skills and expertise exist in the team
To discuss areas where working relationships enhance teamwork, and
To discuss ways teams members are used effectively
Lecture Notes
The goals for Workshop #1 are to focus on finding the team’s positive core and discovering the team’s strengths.
Four key activities to help discover the team’s core and strengths will occur by:
Having the team come to a common understanding of what their team goals are;
Identifying the existing strengths in their teamwork;
Individuals working on creating a set of team principles. Setting these principles is key to laying the foundation for trust development. These principles will be arrived at through a nominal approach. In this approach, members will generate individually how they want to be treated by all the team members. Bringing these into a common set of qualities, each member then votes on the top five qualities. A final set of five to six principles will be created from the top scoring qualities; and
Setting an opportunity for all team members to share their roles, knowledge, skills and expertise each bring to the team (this process moves them towards addressing the competency role clarification).

15. Workshop #1 ‘DISCOVERY’ Agenda
[ ] Introduction to workshop series [ ] Goals/principles for your teamwork [ ] Ratifying principles for working with each other [ ] Strengths in our teamwork [ ] Roles, knowledge and expertise in team [ ] Exploring where shared roles, knowledge, skills and expertise exist in team [ ] How working relationships enhance teamwork [ ] Ways to enhance how team members are used effectively [ ] Reflection/summary/orientation to next session
Lecture Notes
Please enter the timing and review with workshop participants.

16. What are the goals of your team?
Take a few minutes and discuss what are the goals for your team
Please enter each one onto a coloured post-it and then place all post-its onto a flip chart sheet
Compare all provided goals and eliminate any duplications
Confirm the set of goals for your team that by consensus are agreed to
Lecture Notes
ACTIVITY #1: Team Goals
Help the small group(s) to consider what are the goals of the team.
Team members often have their own view of what the goal(s) are, but this is rarely shared across the team to arrive at a shared set of goals. In this activity, guide the group in arriving at a common set of goals. This is accomplished through:
1. Have each small group place their individual goals on a flip chart sheet.
2. Once all members of the team have placed their goal(s) on the flip chart, review each of the entries and if there are duplications, have participants combine these so that there is a single set.
3. Ensure there is a final set of goals that can be transferred into a common worksheet (please refer to worksheet #1 to be completed and included in the Team’s resources).

17. Team Goals (to be completed) Lecture Notes
Have participants go back to their discussions around team members’ shared goals and consider how members are and could be more effectively used in the team. Enter these onto a flip- chart sheet and compare across groups if more than one group is involved.

18. Would all members of your team feel…
respected for their knowledge and skills?
valued by all team members?
comfortable entering into discussions about plans for clients with all of you?
they can ask to take responsibility for aspects of plans for programs/activities to address client needs with all of you?
they can trust each other?
Lecture Notes
This slide provides the means to help guide the participants in identifying how they want to be treated within the team to move into trusting relationships. These elements are key aspects within their team principles for working together.

19. Principles for Teamwork
Explore with each other what the principles are that you use to support your effective teamwork
Enter each one onto a colored post-it note and then place on a flipchart
Compare your set of principles with other sets developed by other team members
Vote on which are most important by using five (5) votes each
Lecture Notes
When health providers work in teams, it may happen that a member says something that affects a member in either a positive or negative way. For collaborative teams to work well as a team, there must be a level of trust across the team.
To improve trust amongst all of the team, members must determine how they wish to be treated in interactions by team members.
To move this activity forward, ask the participants to INDIVIDUALLY write down how they want to be treated by team members. While completing this exercise, participants should list the attributes of how they want to feel respected and valued by all team members. Participants should be able to enter as many values as they wish. Then have the participants post these onto a flip chart sheet. Once all members have added their lists, have a several participants review postings and check for duplications and combine all duplications.
Then, provide each participant with five colored dots, stars or any other form to vote for the most important values to each participant. As facilitator, add the votes up and select the top five to six values. This list of principles will now be the team’s principles for working together.
You will need to transform the values into a set of principle statements, and remind the participants they now should hold each other accountable for demonstration of these principles in their teamwork.
Ensure you have a set of the principles to be transferred into Worksheet #3 in the Team’s Resources. These principles lay the foundation as a key component in creating trusting relationships within the team.

20. Principles for Teamwork
(to be completed)
Lecture Notes
When health providers work in teams, it may happen that a member says something that affects a member in either a positive or negative way. For collaborative teams to work well as a team, there must be a level of trust across the team.
To improve trust amongst all of the team, members must determine how they wish to be treated in interactions by team members.
To move this activity forward, ask the participants to INDIVIDUALLY write down how they want to be treated by team members. While completing this exercise, participants should list the attributes of how they want to feel respected and valued by all team members. Participants should be able to enter as many values as they wish. Then have the participants post these onto a flip chart sheet. Once all members have added their lists, have a several participants review postings and check for duplications and combine all duplications.
Then, provide each participant with five colored dots, stars or any other form to vote for the most important values to each participant. As facilitator, add the votes up and select the top five to six values. This list of principles will now be the team’s principles for working together.
You will need to transform the values into a set of principle statements, and remind the participants they now should hold each other accountable for demonstration of these principles in their teamwork.
Ensure you have a set of the principles to be transferred into Worksheet #3 in the Team’s Resources. These principles lay the foundation as a key component in creating trusting relationships within the team.

21. Strengths of the Team
Explore what are the strengths of your teamwork currently
Enter one on each post-it note and then post all on a flip chart
Review all suggestions for duplications
Lecture Notes
Have the participants work in their small groups and generate what they believe are the existing strengths in their team.
They can use either flip chart sheets or Worksheet #2 to capture their group’s perceived team strengths.
If there are several groups from the same team in the workshop, a common set of strengths will be needed which will be used in subsequent workshops to build on their team dream team.
Ensure you have a final set to enter into the Team’s Electronic Manual.

22. Strengths of our Teamwork
(to be completed)
Lecture Notes
When health providers work in teams, it may happen that a member says something that affects a member in either a positive or negative way. For collaborative teams to work well as a team, there must be a level of trust across the team.
To improve trust amongst all of the team, members must determine how they wish to be treated in interactions by team members.
To move this activity forward, ask the participants to INDIVIDUALLY write down how they want to be treated by team members. While completing this exercise, participants should list the attributes of how they want to feel respected and valued by all team members. Participants should be able to enter as many values as they wish. Then have the participants post these onto a flip chart sheet. Once all members have added their lists, have a several participants review postings and check for duplications and combine all duplications.
Then, provide each participant with five colored dots, stars or any other form to vote for the most important values to each participant. As facilitator, add the votes up and select the top five to six values. This list of principles will now be the team’s principles for working together.
You will need to transform the values into a set of principle statements, and remind the participants they now should hold each other accountable for demonstration of these principles in their teamwork.
Ensure you have a set of the principles to be transferred into Worksheet #3 in the Team’s Resources. These principles lay the foundation as a key component in creating trusting relationships within the team.

23. Teamwork & Collaboration
Is your knowledge about each other's knowledge and skills accurate?
How well does your team use each other’s knowledge and skills?
Lecture Notes
This slide challenges participants to think about their accurate knowledge regarding their own and others roles in the team. It sets the scene for moving towards role clarification.

24. My Role in the Team Using Worksheet #3
Jot down in column 1 what is your role, knowledge, skills, and expertise
As you do this work, consider how you can enhance the work of the team
Lecture Notes
In this activity, there are three stages:
Stage 1:
Each member individually jots down in Worksheet #3, column 1, what their own role, knowledge, skills, and expertise contributed to the team.
If the participants worked on Worksheet #3 before the workshop and brought it with them, they can build onto their initial work.
Stage 2:
Each member will share with each other what they have entered.
Other members will take notes on their Worksheet #3 in column 2.
Stage 3:
Each member clarifies any misunderstandings and corrects their notes.
This slide focuses on Stage 1.
Research on interprofessional collaborative teams has consistently shown the importance of clarification of a team’s roles which includes knowledge, skills and expertise. In the past, there has been an assumption that everyone knows what each other does and we go about our work. At times, there are clashes with other health professionals who feel a sense of encroachment on their practice space, often referred to as “scope of practice intrusion".
In reality, it may not be a scope of practice issue at all, but the issue may be that health professionals do not really understand with respect to what the role, knowledge, skills and expertise are of other professionals outside of their own profession. This has led to many myths and stereotypes about each other.
The importance for the group to embrace collaborative practice is their ability to articulate what their role, knowledge, skills and expertise are in the practice settings.
Ensure you collect these sheets to enter them into the Team Resources.

25. What can other members bring to the team?
In your small groups, share with the group what you have written down and listen to what others have shared.
Take notes as you listen to your fellow group members and enter their roles, knowledge, skills and expertise into your worksheet #3 column 2.
Lecture Notes
This slide addresses Stage 2 where participants share their role, knowledge, skills and expertise.
Remind the participants to use Worksheet #3, column 2 to make notes as they learn from each other.

26. Who does what on the team?
Review the roles, knowledge, skills and expertise that each team member brings to the team
Discuss your current understanding of their role
Ask them to clarify your understanding and add any missing information
Make corrections to your notes when needed
Lecture Notes
This slide addresses Stage 3 by having the participants seek clarification on any unclear points about each other’s roles, knowledge, skills and expertise, correcting their notes where required.

27. What are the shared knowledge, skills & expertise amongst your team members?
Explore what is shared knowledge, skills and expertise across the team members that can enrich team work
Enter these into Worksheet #4
Share with each other
Lecture Notes
Have the participants complete Worksheet #4 with reference to Worksheet #3. The participants will consider where they share roles, knowledge, skills and expertise within the team. Have them enter their decisions onto the worksheet.
Make sure you collect one completed worksheet from each group, consolidating them and enter them into the Team’s Resources on roles.

28. What working relationships enhance our teamwork?
Explore what aspects of your team members’ working relationships really enhance your team’s work
Enter each issue on a separate post-it note and then add all to a flip-chart sheet
Review all identified enhancers and eliminate duplications
Lecture Notes
Enter a summary of shared areas in team relationships.

29. Shared Knowledge, Skills and Expertise
(to be completed)
Lecture Notes
Have participants go back to their discussions around team members’ shared goals and consider how members are and could be more effectively used in the team. Enter these onto a flip- chart sheet and compare across groups if more than one group is involved.

30. Teamwork Enhancers (to be completed) Lecture Notes
Enter a consolidated enhancers of teamwork – what is currently used.

31. How do we use our team members effectively to achieve our team goals?
Explore how individual members of the team are used effectively within the team
Enter each idea on a separate post-it note and then place all on a flip-chart sheet
Review all postings and eliminate any duplications
Lecture Notes
Enter a consolidated enhancers of teamwork – what needs to be enhanced in the team.

32. Using Team Members’ Knowledge and Skills Effectively in Our Team
(to be completed)
Lecture Notes
Enter the list from the members of the team and record accordingly.

33. Role Clarification
Learners/practitioners understand their own role and the roles of those in other professions, and use this knowledge appropriately to establish and achieve patient/client/family/community goals
Lecture Notes
The team must recognize, acknowledge and understand nuances in different scopes of practice as much as they should recognize and understand their own role on the team. What is their role on the team? How can they maximize their contribution to the team?

34. Role Clarification Descriptors Describing their own role to others;
Recognizing and respecting the diversity of other health and social care roles, responsibilities and competencies;
Performing their own roles in a culturally respectful way
Lecture Notes
This will help the participants see how these workshop activities have demonstrated a focus on each of the descriptors.

35. Summary You ‘discovered’ your team strengths in...
Setting what are common goals for the team
Determining what are team principles for working together
Determining what roles, knowledge, skills and expertise exist within the team
Finding where shared knowledge, skills and expertise exist in the team
Sharing our working relationships within the team
Discussing the ways we use to work effectively together
Lecture Notes
Share with the participants what they have accomplished in this workshop:
team goals, principles for working together;
team strengths;
individual and shared roles, knowledge, skills and expertise;
enhancers for the team.

36. Reflection What was most useful to you from this workshop?
What was most surprising to you as a result of this workshop?
Lecture Notes
Have the participants share what was most useful about the workshop.
Please have participants share how the strengths they identified were affirming to them.
Were there any big surprises for participants as a result of this workshop?
Remind the participants to complete the feedback form (this can be done electronically or can be on print paper copies) and collect these.

37. Getting Ready for the Next Workshop
What worked well today?
Lecture Notes
Workshop #2 will develop the team’s understanding of their ‘dream’ team.
Remind the participants to complete the feedback form (this can be done electronically or can be on print paper copies) and collect these.

38. Next Workshop
Workshop #2: Our Teamwork Effectiveness
Next workshop is (date)
Workshop #2 will
Reflect on Workshop #1 and what you have discovered about your team
Consider teamwork principles that support team strengths and the team’s existing communication structures
Review what works well in leading the team, managing team meetings and what helps to address conflicts in the team
Ahead of the next workshop:
Review work completed in Workshop #1
Complete Worksheet #6
Lecture Notes