TUILIP Showcase

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TUILIP Showcase

• Lesley Moran
• Annette Adsetts
• Rachel Garton
• Paul Fitchett
• Jacky Burton
• Penny Furness

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The Role Of The IPL Facilitator

• Lesley Moran
• Derby Women's Services

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Networking/ Information Gathering

• Acute and community services
• The Medical School
• Practice Learning Teams
• Commissioning
• Specific staff
• University Staff

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Implementation

• Sexual health awareness event
• Workshops
• Discussion
• Student time
• Resources

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Reflections

• Advantages/ disadvantages of coming from a
  different clinical background
• Staff rather than student focus
• IPL focus

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TUILIP Project Evaluation

• Penny Furness
• TUILIP Research Fellow

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Facilitators' Perceptions

• Enthusiasm for the role
• Clarifying the 'what' and 'how'
• Roles
• meeting and inspiring, gaining support and
  cooperation, maintaining momentum
• running the initiative, dealing with logistics,
  problem-solving, tweaking
• Concern about sustainability after pilot

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Evaluation of Facilitators

• Facilitation a tough role
• A great job in often difficult circumstances
• Key skills / features for success
• local 'insider' knowledge, credibility and links
• team of two 'complementary' facilitators
• clear focus and realistic scope
• high motivational communicative abilities
• time, dedication, hard work

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Involving Service Users in IPL

• The Enable Experience
• Annette Adsetts

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• What is ECHS (Enable)?
• Valuing people now a new three-year strategy for
  people with learning disabilities (DoH, 2009)
• Which Service Users to involve?
• Preparation paramount

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Preparation

• Practical issues e.g. Bus times, venue, phone
  call prompt
• When to prepare
• Support workers presence
• 'I changed my mind'
• Transport choices
• Support on the day - staff rotas
• Evaluation immediately fed into the next event

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What was achieved

• Workshop involvement of both service users and
  families
• Recording of experiences
• E.g. Being a parent, going to the dentist,
• going into hospital
• Space to reflect and explore new approaches

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Service User Involvement

• Involvement variable
• 2 sites full involvement in all activities
• 3 sites assisted in developing learning
  activities
• 3 sites less involvement
• Successful involvement
• empowerment focus in pilot site
• close links pre-existing between facilitator and
  service users

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Service User Involvement

• Involvement key factor in perceived success of
  project
• Everyone valued service user input
• Sensitive inclusion
• Service users gained confidence through
  participation
• Enjoyment, sense of being heard and making a
  difference

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Sustainability

• Building on the success of, and sustaining IPL in
  Nottingham
• Rachel Garton
• Paul Fitchett

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Success so far

• ILIP
• IP relationships
• Training ILIP facilitators
• Increasing awareness and enthusiasm

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The burning questions!

• Sustainability has been a problem and is
  particularly pertinent given our secondments are
  ending
• How can we ensure IPL continues in a meaningful
  way once we have less time to devote to
  co-ordinating IPL?

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The easy bits!

• Keeping IPL on the agenda.
• Acting as IPL consultants.
• Liaison with the University and IPL leads from
  different professions.

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The hard bit!

• Ensuring IPL, particularly ILIP still happens
• Embedding IPL in the student and preceptorship
  experience

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The action plan (the bigger picture)

• Medical student training days to include other
  professions and adopt aspects of the ILIP
  approach to teaching
• Student placement outcome booklets (all
  professions) to contain identical paperwork
  related to IPL
• Adapting the ILIP model to work in local Practice
  Learning Teams

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Action plan (local level)

• Keep IPL on the PLT agenda
• Train more ILIP facilitators
• Develop ILIPs in other areas!!!!

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Sustainability importance

• A concern for practitioners and service users
• practitioners doubtful of long-term outcomes
• service users keen to remain involved
• A priority for facilitators and managers
• where successful, facilitators and managers keen
  to see pilot rolled out into other areas
• even in absence of funding, facilitators giving
  up time to keep things going after pilot

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Sustainability possibilities

• Barriers to Sustainability
• perceived success / gains from pilot
• resources champion, time, funding, support
• Long-term Changes
• resources developed to be used long-term
• funding for facilitator, resources, equipment
• awareness and ways of thinking / doing
• changes 'rolled out' into new areas

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Interprofessional LearningResources

• Jacqueline Burton
• Derby Maternity Services

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Why a learning package?

• Related to practice
• In the practice setting dynamic and
  unpredictable
• Timetable crowded
• No available staff

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What Influenced Content

• Contain themes relevant to practice
• Activities to provoke discussion
• Scenarios that could be accessed by students
  independently
• A way of involving service users

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Scenario

• Louise, G2 P1, 41/40, wants to discuss a
  homebirth.
• What do you want to know in order to help Louise
  plan her care?
• Louise is considered to be low risk and has had a
  previous homebirth
• Play cd and listen to home birth story
• Louise is in active labour
• Use the Active Birth Box take out each of the
  contents and discuss how you could use each item
  to support Louise

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Other stories

• Selenas Story IOL
• A Fathers point of view elective c-section for
  breech

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Learning Packages

• 4 learning Packages
• Scenario with relevant activities attached
• Can be used as a whole or separated
• Activities can be used to support brand new
  scenarios
• Accessible, interactive and flexible
• Wanted students to discuss and share ideas to
  promote communication but also wanted them to be
  learning too

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Advantages of learning package

• Students can access with tutor support or
  independently
• Students can be self directed
• Can be completed in one session or more
• Resources provided can be used in a variety of
  different ways
• All students to get together for a feedback
  session at the end of learning block