Presentation on theme: "School of Medicine FACULTY OF MEDICINE AND HEALTH Does interprofessional education and working have any impact on perceptions of professional identity."— Presentation transcript:
School of Medicine FACULTY OF MEDICINE AND HEALTH Does interprofessional education and working have any impact on perceptions of professional identity and organisational culture? Perceptions of interprofessional working and learning or Viktoria Joynes University of Leeds
School of Medicine FACULTY OF MEDICINE AND HEALTH Headline research questions Have (or will) large scale interprofessional education programmes made a difference to the people involved in delivering them? In education? In practice? …Does being involved in developing and delivering large-scale multiprofessional and interprofessional programmes have any impact on staff (academic and practice) perceptions on working with other professions, professional identity and organisational culture?
School of Medicine FACULTY OF MEDICINE AND HEALTH About ALPS Assessment and Learning in Practice Settings Centre for Excellence in Teaching and Learning Worked with 16 health and social care professions to develop three Common Competency Maps: Communication, Team-Working, Ethical Practice Five assessment tools: Gaining Consent, Demonstrating Respect, Knowing When to Consult or Refer, Working Interprofessionally & Providing Information Assessments to be used by tutors, peer and self assessment, service user assessment and interprofessional assessment
School of Medicine FACULTY OF MEDICINE AND HEALTH Research Questions - Context How are large scale IPE programmes implemented across Universities and NHS sites? What impact does this implementation have on the STAFF* involved in delivering the IPE programme that is introduced? How are staff introduced to, and involved in, delivering IPE programmes? What are the perceptions of staff about working on large scale IPE programmes? How does previous experience of involvement in IPE programmes impact upon these perceptions? (* Staff – always refers to both academic and practice unless otherwise stated)
School of Medicine FACULTY OF MEDICINE AND HEALTH Research Questions - Exploratory How do staff conceptualise their own professional identity? Does this differ from the way they conceptualise the professional identity of other professions who they work or learn with? What impact do staff perceive that IPE has had on their own, and others, construction of their professional identity? How does professional identity impact upon organisational culture, in terms of working and learning with, and from, other professions?
School of Medicine FACULTY OF MEDICINE AND HEALTH Methodology Online/paper survey – any practicing member of health and social care in England eligible to take part Exploratory (but hopefully!) N = 200 Questions on: professional background & training, then asked to rate statements about professional identity and interprofessional working on five point scales Follow-up interviews with 20 H&SC staff Repeat same process with academic staff
School of Medicine FACULTY OF MEDICINE AND HEALTH Progress (Ethics, ethics & more ethics!) Data collection tools for H&SC staff designed IRAS ethical approval – granted June 09 …Social work? Ethical approval required from every Local Authority Seeking HEI ethical approval, converting data collection tools Pilot with practice staff based at University
School of Medicine FACULTY OF MEDICINE AND HEALTH Pilot results Pilot was run to check that data collection tool worked Very small scale – N = 15 (medics, social workers, nurses, dietitians) Asked respondents to comment on answerability of questions as well as answer questions In terms of achieving aim, helped me re-order some of the questions and remove others
School of Medicine FACULTY OF MEDICINE AND HEALTH Pilot results (2) Interesting themes…IPE What do you perceive the main purpose of interprofessional education to be? Experiential and strong focus in being able to team work, manage and understand/respect roles and contributions of others (Senior – Doctor) Understand each others roles (Senior - Doctor) To allow each group to learn about the others prior to starting work (Senior – Doctor) **** To produce a more integrated approach to the delivery of health & social care (Middle – Nurse) Share good practice, understand each other, improvement in care (Senior – Nurse) Share skills and knowledge across professionals on particular issues (Senior – Social Worker)
School of Medicine FACULTY OF MEDICINE AND HEALTH Pilot results (3) Interesting themes…professional identity - Identity issues arise not just between professions but in sub-specialties: There are issues between the various sub-specialties in professions (Senior – Doctor) Learning disability nursing in childrens services is seen by other health professionals as 2nd class in relation to sick children's nursing (Senior – Social Worker) Interesting themes…organisational behaviour Do you think that teaching students from different professions together can result in them being better prepared to work in health care teams? Can entrench stereotypical views (Senior – Doctor) The question says can. Whether it DOES is another matter. In some groups its counter-productive (Senior – Doctor, original emphasis)
School of Medicine FACULTY OF MEDICINE AND HEALTH Acknowledgments Supervisors: Trudie Roberts & Sue Kilminster, Leeds Institute for Medical Education Paul Armstrong, Leeds Lifelong Learning Institute With thanks to Chris Green for the opportunity to present today, and for organising the research student network
School of Medicine FACULTY OF MEDICINE AND HEALTH Questions… Any comments? What do you personally think about the idea that involvement in IPE could influence perceptions of professional identity? Do you think that your own involvement in IPE has changed your perception of your own professional identity? Please get in touch! email@example.com@leeds.ac.uk