Preparing the future Health and Social Care workforce: developing and delivering undergraduate inter

1
Preparing the future Health and Social Care
workforce developing and delivering
undergraduate interprofessional learning
Pamela Jackson Coordinator for Interprofessional
Learning School of Health Sciences University of
Southampton, UK With acknowledgements to Prof.
Debra Humphris
2
Common learning

• A collaboration between the University of
  Southampton, the University of Portsmouth and the
  NHS South Central health authority
• One of the 4 leading edge sites funded by the
  Department of Health (lt2M) to introduce
  interprofessional learning into undergraduate
  Health and Social Care programmes to enhance
  professional competence and so improve the
  quality of care for patients and clients.

3
Context why?

• Growing complexity of health and social care
• Reports from service failures
• Poor communication between the professions
  has been cited as a cause of major service
  failure in both health and social care.
• Increasing team based approaches to care
• Health professionals are required to
  negotiate within and across an intricate web of
  professional relationships which have the
  potential to affect the health outcomes and
  safety of patients (Braithwaite et al 2006)
• Evidence that team working leads to better
  outcomes for patients, clients and staff Borrill
  et al (2002)

4
The regulators
Department of Health Regulatory Unit

• Regular meetings and dialogue
• Minutes agreed and published on the web
• Validation agreed in advance Minor change big
  difference

5
Development of curriculum

• Common content was identified through
  triangulation of analyses of
• Academic and practitioner standards
• Curriculum documents
• Relevant policy documents
• Local and national expert focus groups
• Consultation
• This generated a list of interprofessional topics
  that could be divided into learning in common and
  common learning

6
Curriculum Aims

• Common learning will help to increase students
• understanding of other health and social care
  roles
• understanding of the contributions made by others
  in the interprofessional team
• ability to function effectively as a member of an
  inter-professional team
• understanding and comfort with role flexibility
• ability to learn from others

7

• Eleven pre qualifying professions (Social Work,
  Audiology, Nursing, Medicine, Midwifery,
  Occupational Therapy, Physiotherapy, Podiatry,
  Pharmacy, Radiography (Diagnostic Therapeutic)
  and foundation degrees
• Small group model of learning (10)
• 1400 students in each unit
• Health and Social Care employers across Hampshire

• Unit 1 - Collaborative Learning
• Unit 2 - Interprofessional Team Working
• Unit 3 - Interprofessional Service Development in
  Practice

8
Inter Professional Learning Units
Year 1
Year 2
Year 3
Year 4
Year 5
3 Year Programmes Midwifery, Nursing,
Occupational Therapy, Physiotherapy, Podiatry,
Radiography and Social Work
4 Year Programmes Audiology, Medicine (BM4),
Pharmacy
5 Year Programmes Medicine
9
Model of Learning
Guided Discovery Learning
Collaborative Learning
Facilitated Collaborative Learning
Inter-professional Learning
OHalloran, Hean, Humphris Macleod Clark (2006)
10
Delivering Learning in practice
Students learning about inter-professional
practice through observation and interaction with
real teams
Students learning about an aspect of practice
through completion of the group task
Practice Context Organisation Care Team e.g.
Hospital AE Care, Community Mental Health Team,
child protection Team
Students experiencing and learning about team
work by working together to achieve the group task
11
Assessment

• Common assessment with differentiated marking
  criteria for different awards
• Mix of individual, group and peer assessment.
• On-line submission of work by students
  www.commonlearning.net/MyAssignments
• On-line marking by assessors www.commonlearning.ne
  t/AssignmentManager
• Peer assessment
• Presentation feedback
• Marking criteria and grade descriptors for each
  assignment
• All information and resources available at
  www.commonlearning.net

12
Management and Quality Enhancement
Assessment
Quality management and enhancement
Exam Board
NGP Strategy Group
CL Assessment Sub Board
Student LiaisonGroup
Common Learning Management Board
School QA Processes
External Examiners
Unit Team
Unit Team
Unit Team
13
Benefits for hosts and students

• Real Projects
• efforts of Practice colleagues to ensure a
  valuable learning experience for students were
  recognised and valued
• Groups facilitated / supported by practice
  managers
• Time commitment recognised
• Heads of relevant agencies attended the
  presentations
• Activity valued by organisation and appreciated
  by students
• Placements increased students awareness /
  understanding of social and health care issues
• Positive Impact on recruitment

14

• IPLU3
• Children and families, children's assessment team
  and supporting children's teams
• Conducted workforce analysis, using diary sheets
  kept by staff for 1 week prior to project
• Identified workforce issues to be taken forward
  as part of business plan
• Bridge residential unit for 8-12 year olds with
  foster care placement issues
• Unit closing, so looked at impact on services
• Potential projects
• Police and child protection -user perspectives
• NSPCC

15
NGP research study Growing the evidence base

• Longitudinal research study of 2 cohorts, with
  and without interprofessional learning
• One cohort before the interprofessional learning
  units were introduced
• Second cohort when interprofessional learning
  units were introduced
• Follow up of selected groups-qualitative
  methodology
• Longitudinal research study of cohort just
  graduating-follow up each year to plot career
  progress
• Evaluation of the Outcomes of Student Projects
  Interprofessional Learning in Practice Units 2
  and 3