Sustainability of IPE The Faculty of Health & Wellbeing Sheffield Hallam University

1. Sustainability of IPEThe Faculty of Health & WellbeingSheffield Hallam University Sarah E Smith

2. Content • IPE in pre-registration university programmes • Recognised challenges to sustainability • Increase in student numbers • Sharing of experience & development • Offer practical solutions • Promote discussion

3. Underpinning drivers are there... • Central Government Policy - refreshed in 2004 • Professional bodies – • HPC (2005) – "registrants must sustain collaborative relationships and work effectively in MDT" • NMC (2004) – "newly qualified must participate in interprofessional practice and maintain collaborative relationships" • Requirements for Social Work Training (2002) – "students must be able to work confidently and effectively with other professionals" • GMC (2003) – "graduates are required to know' understand and respect roles of other professions and have effective team working skills"

4. Service & Practice development drivers are there... • Service improvement • Service user involvement • Service user centred care • Recruitment & appraisal of professionals • Key skills & Capability frameworks Tangible developments in culture & practice

5. Useful educational drivers (ammunition) include... Public Health agenda Service Improvement agenda Research publications Educational themes of reflection and action planning for development of key skills: professional skills personal development interprofessional team working Employability '...the knowledge, personal and professional skills and attitudes that will support your future development and employment’

6. Challenges are also still here... • Capacity and logistics • Increasing numbers of students • Limited professional representation • Uneven professional representation • Unequal exposure to inter-professional collaboration during practice placements • Development of appropriate learning materials • Delivery & timing

7. And here... • Stereotypical and counter-productive views of other professions and professional status and power relationships (including among educators) • Continuity of delivery & student experience • Staffing • Unwillingness • Inexperience • High turnover/rotation • Skills - IT, facilitation, knowledge & understanding,

8. And here... • Leadership/championing & resourcing • Ensuring relevance & maintaining currency • Recognition of and support for IPE in curricula • Establishing links to practice • Integrating IPE learning & development into discipline specific programme outcomes • Addressing the patient perspective • Student perception & quality participation

9. IPE at Sheffield Hallam • Has evolved over more than a decade • Several national projects: • Forging Ahead (DoH funded) • CUILU (DoH funded) • CIPeL (HEFCE funded); • TUILIP (EMHD funded) • Constitutes around 25% of all students' academic credit • Provision contains elements of • Common learning • Shared learning • Interprofessional learning The contact hypothesis: Learning together under the right conditions strengthens professional Identification, breaks down stereotypes and so aids collaborative practices

10. Evidence Stream Common Shared / Common Common

11. Collaborative Stream Interprofessional Interprofessional Interprofessional

12. Key elements of our interprofessional learning and teaching approaches • Students learning with, from and about each other (Barr, 2002) • Promotion of interprofessional capability • Place the patient/client/service user/carer at the centre of the learning • Adult learning, 'constructivist' and active learning approaches to the student experience • Authenticity, a focus on the reality of practice and the centrality of the service user and carers in learning opportunities and assessment strategies • E-enhancement of the programme – positive impact on logistics and learning approaches CUILU IP Capability Framework

13. Revisit some of those challenges to sustainability • Capacity and logistics • Increasing numbers of students • Limited professional representation • Uneven professional representation • Unequal exposure to inter-professional collaboration during practice placements • Development of appropriate learning materials • Delivery & timing

14. Student numbers & mix

15. Solutions? Logistically difficult- rooms, timetables, staff etc • Semesterisation, consistent timing of delivery & assessment- core comitment Relevant groupings • Interprofessional learning need not be everyone together • In fact this is not the reality of practice and students recognise this!- try writing a scenario to suit all! • Avoids dominance or under-representation & tokensim

16. Solutions? • Need to provide underpinning knowledge & develop understanding • Value of face to face learning in relevant interprofessional groups • Balance differing experiences/timings/amount of practice Facilitated learning both face to face & DL • Establishes links to practice • Gives time for consolidation of learning and application to/reflection on practice

17. Authentic scenarios

18. Review by students • Perceptions of not learning about other professions Cipelby

19. Opportunities • To include professions not available within university • Through virtual representation in learning resources or through collaboration with other faculties/universities/practice • Includes non “professionals” authentic to working environment inc service users • Provides a more complete/authentic patient journey

20. Other Challenges... • Continuity of delivery & student experience • Stereotypical and counter-productive views of other professions and professional status and power relationships (including among educators) • Staffing • Unwillingness • Inexperience • High turnover/rotation • Skills - IT, facilitation, knowledge & understanding,

21. Tutors/Facilitators:The Essential Role …

22. Solutions? • Core team- Lead & Module leaders • Working/steering groups • Encourage continuity of staff • Ownership with common learning • Pro-rata staffing system- equal workloading Consistency of delivery vs. freedom/personal style: • Lesson plans, common resources, blackboard, structured seminar “self running” elements

23. Staff development: • Overall IPE philosophy, underpinning drivers etc • Module specific tutors/facilitation guidance • Faculty wide access to module resources wide distribution of information • Mentorship • Skill development • Facilitation skills classroom & online • E-learning • Use of IT • Strategies to engage practice supervisors in student IP learning

24. Other Challenges... • Credit loading & workloading • Leadership/championing & resourcing • Recognition of and support for IPE in curricula • Integrating IPE learning & development into discipline specific programme outcomes

25. Solutions? • IPE lead with liason at high level • Work with champions of drivers such as employability • Highlight value especially in approval/validation events • Valuable allocation of resources • Avoids unnecessary repetition • Core skills of reflection, evaluation of self & practice, interaction with evidence/research & planning professional & personal development

26. Highlight the value added for both staff & students • IT skills and developing digital fluency • Accessing, using and generating evidence – enhancing students' academic writing abilities • Public health • Service improvement • Entrepreneurship – organisational competence • Widening our remit further than health & social care

27. Keep up the good work! • IPE is an essential, mandatory part of pre-registration programmes • Evaluation & enhancement is all part of programme & practice development Sharing of experience can help to offer practical solutions & move us all forward & promote discussion