IPL from theory into practice:

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IPL from theory into practice Tips and tricks
Debra HumphrisProfessor of Health Care
DevelopmentHealth Care Innovation
UnitUniversity of Southampton
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University of Southampton

• Founded in 1862, own Charter since 1952
• 20,000 students, 2,000 international students,
  from over 100 countries
• 7th largest HEFCE QR grant (05/06)
• 5/5 grade in 24 of 34 subjects

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Workforce policy
It seems likely that there will be major changes
in the roles of different groups of workers and
considerable scope for the health service to make
better use of its most skilled workers.
Although the number of health care professionals
is important for the capacity of the system,
arguably the way the workforce is used is even
more important para 11.52
Securing our Future Health Taking a Long Term
View (Wanless 2001)
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Tips and tricks

• Provide clear strategic leadership
• Have a vision of what you seek for your workforce

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Workforce policy

• Active approaches in promoting greater
  integration across professional boundaries in
  policy making
• further develop inter/multi disciplinary
  training approaches

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Relationship among core competencies for health
professionals
Work in Interdisciplinary Teams
Apply Quality Improvement
Employ evidence based practice
Patient Centred Care
Utilise Informatics
Institute of Medicine 2003
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• Provide leadership and encourage it at a range of
  levels
• Create and communicate a vision for your
  organisation how will this focus on
  parents/clients, what will be the values that
  will under pin how staff should work together
• Actively support local champions for change

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Tips and tricks

• Foster effective partnership between universities
  and industry

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Tips and tricks

• Health Workforce Education and Training Council
• Universities can respond if they know what you
  seek
• Practice based learning is the critical factor

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The New Generation Project
Widening access and entry
New pathways partners
Developing an interprofessional Common Learning
Programme
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The New Generation Project

• Eleven pre qualifying professions (Audiology,
  Nursing, Medicine, Midwifery, Occupational
  Therapy, Physiotherapy, Podiatry, Pharmacy,
  Radiography (diagnostic) Radiography
  (Therapeutic) Social Work
• Small group model of learning
• 1500 students per academic year
• Health and Social Care employers across Hampshire

• Unit 1 - Collaborative Learning
• Unit 2 - Inter-professional Team Working
• Unit 3 - Inter-professional Development in
  Practice

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Practice The rate limiting factor
Structural and cultural factors
Capacity of practice staff
Practice the limit to growth and quality?
Modes of delivery
Number of learners
Practice learning requirements
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Tips and tricks

• Commit to creating conditions to support
  effective interprofessional team work in your
  organisation
• Continue to rethink the nature of the work

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Effective health care teams
Teams that work well together are more effective
and more innovativeMultidisciplinary teams that
work well together bring together alternative and
competing perspectives which are carefully
discussed and lead to better quality decision
about patient care.Where more employees work in
a team the death rate is significantly lower
(Borrill et al 2003)
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Disruptions of health care professionals
(Christensen et al 2000)
Performance
Performance trajectory of present technology
(driven by sustaining innovations
Performance that patients need or can use
New performance trajectory of disruptive
technologies
Time
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Disruptions of health care professionals
(Christensen et al 2000)
Complexity of diagnosis and treatment
Performance that patients need or can use
Specialist Sub specialists
Primary Care Family Practice
Nurse Practitioners
Self Care
Time
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Intermediate Care Futures
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Tips and tricks

• Provide clear strategic leadership
• Have a vision of what you seek
• Foster effective partnership between University
  and industry
• Commit to create conditions to support effective
  interprofessional team work in your
  organisation.
• Continue to rethink the nature of the work

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And the last words to an Australian
the healthcare workforce, .is, frankly, more
appropriate to the needs of the 19th than the
21st century. Training and work are in separate
compartments, and work demarcations abound.
Restrictive work practices and denial of career
prospects, large central offices and shortages in
critical areas are rife. There is little
linkage between workforce plans (if they exist at
all) and budgets, infrastructure planning and
delivery of services. The labour market is
supply-driven, with little effective linkage
between the supply through training and
educational institutions and the demands of a
changing healthcare system. John Menadue (2004)
Healthcare reform possible ways forward