Interprofessional Education and Practice: Creating Leaders and Opportunities

1. Interprofessional Education and Practice: Creating Leaders and Opportunities for Clinical Learning MODULE 5 Delivering and Implementing Interprofessional Education and Interprofessional Practice Funded by the Australian Government Office forLearning and Teaching

2. Learning outcomes • Identify the skills and abilities required to effectively facilitate interprofessional education

3. Contexts in literature Pain Palliative care Chronic disease management Communication Diabetes Health promotion Disability Infectious disease Ethics Renal failure Mental health

4. Sample interprofessional education placement schedule Nov Dec Jan Feb Social Work Pharmacy Psychology Physio RN OT Setting X Medicine 4-week interprofessional education student “placement” (Brewer, 2014)

5. Key ingredients for interprofessional education and practice 2+ professions Significant interactivity between participants occurs Opportunity to learn about, from and with each other Teaching/learning moments are explored to highlight • Contributions of team members • How team members can better work together • Strategies for interprofessional communication The critical elements - reflection and debriefing

6. Students learn best when • Motivated • Environment is supportive and safe • Clear goals are set • Information is relevant to their learning objectives • Learning reflects the real world practice experiences • Information is pitched at appropriate level • Actively involved • Receive regular, constructive feedback • Given time for reflection

7. Curtin’s student learning outcomes Students will be able to: • Describe their professional knowledge, skills, attitudes & values & limitations relevant to these. • Describe the contribution of other professions to health service/care. • Demonstrate effective communication with clients, relatives, students, health professionals & relevant staff to ensure safe, high quality service/care. • Work in partnership with the client & other professionals to plan, implement & evaluate evidence-based service/care including referring on as appropriate. • Facilitate effective team interactions & provide leadership when appropriate. • Evaluate the outcomes of interprofessional team collaborations & own contribution to these & suggest improvements.

8. Practice-based interprofessional education model • Students from different professions within their concurrent uniprofessional placements e.g. capturing opportunities for collaborative practice with clients – red flag cases, team meetings • Complementary students activities that are external to concurrent uniprofessional placements - lunchtime meetings, study days & events, shadowing & interviewing other professions • Dedicated interprofessional team-based placements providing planned interprofessional interventions with clients – training wards (Barr & Brewer, 2012)

9. Multiprofessional to interprofessional Interprofessional Multiprofessional

10. What does an effective facilitator do well?

11. Effective group facilitator… • Plans the learning experience • Outlines the learning objectives • Understands group dynamics & individual behaviour within the group • Deals with difference & similarities of professions • Acknowledges the influence of power & status • Promotes thinking & problem solving • Making language barriers explicit • Dealing with emotion & conflict • Unmasks assumptions • Encourages interaction • Highlights clinical relevance • Uses cases well e.g. expands cases or generalises issues to other situations • Summarises the discussion

12. The facilitator embraces… • Difference • Diversity • Responsibility • Risk taking • Individuality • Conflict • Listening

13. An interprofessional facilitator is… “Someone who embraces the notion of dialogue, is self-aware, learns with the group but is able to provide the appropriate learning resources and creates an environment for effective interprofessional education”. (Howkins & Bray 2008)

14. Icebreakers & interprofessional education • Create a relaxing, safe learning environment – socialising as a start to building relationships • Build trust, respect & support • Enhance professional identity • Create inclusion & celebrate diversity • Encourage leadership & self-direction • Foster cooperation & teamwork

15. Team feedback considerations • What • Why • When • Who – facilitator, self and/or peer • How Tip – check in, check up, check out

16. Ask team to self-assess • How did we do today as a team? • What enabled/supported our collaboration? • Were team members heard & respected? • Was there anything that happened today that interfered with your ability to contribute? • Is there anything that could improve our team’s collaboration?

17. DVD scenario: medications • Observe facilitator, how might you have intervened as an interprofessional education facilitator? • What did they do? How did this impact on the students?

18. Your impact on others Visible • Doing Invisible • Experience • Knowledge • Feelings • Expectations • Assumptions • Attitudes • Beliefs • Values (Wee & Goldsmith, 2008)

19. Role play facilitation Objectives: • Recognise & describe specific interprofessional group dynamics that occur • Practice (or describe) specific interprofessional facilitation strategies • Contribute to the debriefing • Debrief led by observer – facilitator first, then team members, finally observer • Note where the interprofessional capabilities are emerging so that you can name & explore them

20. Facilitation practice • Read case description • Choose character name – name tag • Choose one facilitator, one observer and a time keeper • Remaining select a professional role from handout • Role play for 10 minutes followed by 10 minute debrief • Respond to the facilitation

21. Key messages/tips As an interprofessional facilitator: • Plan your interprofessional education with your objectives/outcomes in mind • Know your group/team (be prepared) • Consider co-facilitating • Be mindful of your own verbal & nonverbal communication • Be an authentic role model of interprofessional practice • Attend to group process • Follow the 7 stages for providing team feedback • Link effective team collaboration & client care (need to balance task & process) • Ensure team decision making

22. Strategies to develop interprofessional education facilitation skills • Shadow experienced interprofessional education facilitators - observe, make the implicit explicit & debrief together • Seek a mentor • Co-facilitate - coordinated, purposeful, shared preparation & planning • Provide graded support to novice facilitator • Engage in formative & summative interprofessional education evaluation – formal or informal • Promote critical thinking re: process and effect of interprofessional education • Establish a group of interprofessional education facilitators to pool resources • Read literature (Howkins & Bray, 2008)

23. Reflection: you as a role model • Reflect on your own collaboration – What are your strengths in collaboration? – What enables collaboration on your team? • Students and colleagues will learn from what you do much more so than what you say – Consider how your actions role model collaboration – What might a student infer from what is seen?

24. Think-pair-share From what you have learned and experienced today, what opportunities are emerging for you to advance interprofessional education/interprofessional practice in your setting?

25. Support for the production of this resource has been provided by the Australian Government Office for Learning and Teaching. The views expressed in this Power Point do not necessarily reflect the views of the Australian Government Office for Learning and Teaching. Unless otherwise noted, content on this site is licensed under the Creative Commons Attribution-ShareAlike 4.0 Unported License