INTERPROFESSIONAL EDUCATION IN THE WORKPLACE: Supporting Health and Social Care Staff to Engage in a

1
INTERPROFESSIONAL EDUCATION IN THE WORKPLACE
Supporting Health and Social Care Staff to
Engage in a Shadow Team Model

• Jeanie Molyneux, Dr Anne Whitworth and Dr Pauline
  Pearson

2
The Background the NHS context

• National Health Service Modernisation Agenda
• Seamless client-centred care
• Ú cohesive inter-professional team at the
  centre of NHS
• NHS directly funds our education programmes
• Ú uses the programmes as a means of
  delivering the modernisation agenda
• Led to. COMMON LEARNING PROJECT

3
Why common learning?

• To break down professional and organisational
  barriers at pre-qualification level
• To change workforce practices and develop new
  ways of working à flexibility
  à challenge
  stereotypes
• To promote the necessary skills to support
  client-centred delivery of services à
  seamless care

4
The Common Learning Project

• Specific Project Aim
• To develop a model for innovative
  inter-professional, work-based practice
  placements which will promote collaborative
  undergraduate learning and working in health and
  social care.

5
Key principles

• To place students from different professions
  in a team that shadows clinical team
• To be practice-based (on clinical placement)
• To take a problem based learning (PBL)
  approach
• To be case-led (real clients)

6
Two key phases

• Phase 1 Developing the Common Learning
  Project
• (including the Pilot
  Study)
• Phase 2 Rolling out the Project

7
Phase 1 Developing the Common Learning Project

• Operational group established
• Liaison with practice educators in the workplace
• Students identified on placement from a range of
  professions to create a shadow team
• Training packages developed for practice
  educators

8
The Students Experience

• Meeting 1 Meeting 2

F
Seminar set learning objectives
Seminar outcomes
Tasks assigned for each person in relation to
teams client
E
The usual professional content
9
The Practice Educators Experience

• Attend training on Common Learning Project
• Communicate with other practice educators in
  team - planning rota for shadow team meetings
  - identifying suitable client/s
• Attend one weeks meetings of shadow team
• Provide ongoing, regular supervision of student
• Provide feedback to project team

10
Issues arising from pilot placements

• Organisational / logistical issues
• Engaging interprofessional teams commitment
• Different professional cultures
• Developing professional skills

11
Phase 2 Rolling out the model
Identify the changes necessary at organisation
and policy level

Establish local ownership
Provide training and support
Develop flexible models for interprofessional
working
12
Organisational and policy issues

• Consider how to mainstream the project
• Recognition at managerial and policy level of
  need to develop and support infrastructure
• Need for additional funding and resources

• Key strategies
• Discussions with all/senior stakeholders
• Identification of further funding

13
Local ownership

• Local commitment and co-ordination
• Identify link person between health
  trust/placement site and universities
• Work with existing teams and resource

A key strategy ? Establish Interprofessional
Education Centres
14
Training and support

• Demystify the process
• Draw on existing skills
• Develop skills in group facilitation

• Key strategies
• Develop training packages for staff
• Provide a helpline for new practice educators

15
Developing flexible models of interprofessional
learning

• Be inclusive to involve all settings
• Be flexible to accommodate workplace constraints
• Be adaptable to different levels of students
• Move towards cultural shift and legitimation of
  interprofessional learning in placement

A key strategy ? Develop a flexible
Multi-track Framework
16
Multi-track framework

• Track 1 uniprofessional model
• Track 2 peer placement model
• Track 3 shadow team model

17
Example of Practitioner feedback

• "The (project) reaffirmed my belief that this is
  an excellent learning opportunity for students
  and their mentors."

18
Some key considerations for
future plans

• Communication is essential
• Cultural differences need to be respected
• Staff need to gain from participation

19
Contact details
E-mail jeanie.molyneux_at_unn.ac.uk Tel [phone]
6242 Common Learning Project Team School of
Medical Education Development University of
Newcastle Newcastle upon Tyne NE2 4HH UK Tel
44191 222 6781 / 246 4525 http//commonlearning
.ncl.ac.uk/ a.b.whitworth_at_ncl.ac.uk
p.h.pearson_at_ncl.ac.uk