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Interprofessional Learning and Mental Health Teaching

Interprofessional Learning and Mental Health Teaching. Breaking Boundaries Edinburgh 2005 Dr Pauline Pearson and Dr Claire Dickinson University of Newcastle. Aim of the session. To provide a forum for sharing good education practice in interprofessional learning and mental health teaching .

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Interprofessional Learning and Mental Health Teaching

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  1. Interprofessional Learning and Mental Health Teaching Breaking Boundaries Edinburgh 2005 Dr Pauline Pearson and Dr Claire Dickinson University of Newcastle

  2. Aim of the session • To provide a forum for sharing good education practice in interprofessional learning and mental health teaching.

  3. Session plan • 15.30-15.40 Introductions • 15.40-15.50 Group members introduce themselves and share their aims for the session • 15.50-16.20 Small group discussion of the what, why, when, how and who of IPL and mental health teaching • 16.20-16.50 Feedback from the small group • 16.50-17.00 Whole group discussion of the priority areas for further work

  4. Introductions: • Name • Where from • Interests / experience in IPL / mental health teaching • What do you want from this session?

  5. Interprofessional learning is: • Different professional groups learning complementary knowledge, skills and attitudes around a common focus or problem Closely related to • Interprofessional working • Interprofessional working exists whenever two or more professions collaborate to deliver care…

  6. Interprofessional working • Government support for Interprofessional working • The NHS and Community Care Act (DoH, 1990) • Building bridges (DoH, 1995) • Modernising Health and Social Services (DoH, 1998) • A Health Service for all the Talents (DoH, 2000)

  7. Larkin and Callaghan (2005) • Surveyed 244 community mental health workers in London • 68% response rate • “The majority of professionals in the study were clear about their own individual roles but perceive that their roles are not recognised or understood by other members of the team.” (p.346)

  8. Barnes, Carpenter and Dickinson (2000) • “All the participants shared a common set of perceptions about the attributes of the main mental health professions, and these apparently proved resistant to change during the course of the programme.” (p.581) • “Greater impact on interprofessional stereotypes may be made by attention to the design of the programme, in particular in providing more opportunities to explore differences as well as similarities between the mental health professions.” (P.582)

  9. Research… • Has raised questions about… • Why should we do IPL in relation to mental health work? • What is it anyway? • What locations are most appropriate for IPL? • Which methods of IPL work best? • Who can be / should be involved?

  10. In answering we probably need to think about • Policy background • Students’ prior values and attitude change • Available contexts and settings for IPL • Impact of workforce change • Underlying theories? • Our preferred teaching methods • Who should drive this?

  11. Small group discussion In relation to interprofessional learning and mental health teaching • What should we be doing? • Why – what motivates us? • When should we offer it? • How is it best delivered and • Who should it involve? Be prepared to share examples from your experience in feedback session

  12. Revd Dr Pauline Pearson Deputy Director, CETL4HealthNE Senior Lecturer in Primary Care Nursing Deputy Head of School School of Medical Education Development 16/17 Framlington Place Newcastle NE2 4HH Tel: 0191 222 6781 Dr. Claire Dickinson Research Associate School of Medical Education Development The Medical School University of Newcastle Framlington Place Newcastle upon Tyne NE2 4HH Tel: 0191 2464525 Contact Details

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