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Interprofessional Practice Challis Early Childhood Education Centre

Interprofessional Practice Challis Early Childhood Education Centre. Kristy Tomlinson – IPP Facilitator Kristy Tomlinson – Interprofessional Practice Facilitator Margo Brewer – Director of Interprofessional Practice Lee Musumeci – Principal, Challis ECE

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Interprofessional Practice Challis Early Childhood Education Centre

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  1. Interprofessional Practice Challis Early Childhood Education Centre Kristy Tomlinson – IPP Facilitator Kristy Tomlinson – Interprofessional Practice Facilitator Margo Brewer – Director of Interprofessional Practice Lee Musumeci – Principal, Challis ECE Sue Jones – Director Learning Design Perth, Western Australia

  2. Clinical Training Innovation • Non traditional setting in partnership with Challis Early Childhood Education Centre • Low SES area • Population includes 15% Aboriginal people • Primary health care – training students where services are needed • Model of care – IP, client-centred

  3. (Known) Factors affecting families at ChallisHigher prevalence of: • Mental health issues • Either/both parents incarcerated • Children spending extensive time in day care (6am-7pm) • Drug/alcohol addiction • Adolescent mothers • Children in foster care • Domestic violence – mothers in refuges/moving house to house • Homelessness • Illness • Crime • Significant trauma • Refugees • Poverty

  4. Model of Service Provision • All services client centred • IPP capabilities endorsed throughout placement and form basis of learning outcomes • Overarching goal – safety & quality and enhanced collaboration (Brewer & Jones 2013)

  5. Building Capacity (Structural) • 7 -15 students per placement • Speech pathology, nursing, OT, physiotherapy, dietetics psychology, social work, Aboriginal health workers • Placement length – 2 - 17 weeks • 2011 – 81 students • 2012 – 65 students • 2013 – 78 students • Dependent on profession fieldwork allocations Footer text - slideshow title

  6. Building Capacity (People) • Enhancing health literacy and engagement/empowerment of community to advocate for their own health needs • Awareness of variety of HPs – important aspiration raising • Teacher capacity to recognise health needs of children • IPP capabilities of graduates • IPP facilitation – 1 supervisor for 7-15 students • Critical success factor • Discipline specific supervisors increased knowledge of IPP • Opportunity to practice within a culturally safe and responsive environment

  7. Boosting Productivity • Provide 33 individual IP sessions to children/day • 1462 x 30 min individual sessions provided in 2012 • Active caseload varies from 112 – 180 children • Targeted small group interventions • Eg stuttering, fine motor skill development • Facilitated playgroup x 2/wk • Health promotion activities embedded in classrooms • Parent education workshops (weekly) • New mothers groups, Aboriginal play group, multicultural play group, teenage mothers group • Teacher education/consultation • Collaborative assessment and intervention

  8. Improving Distribution • Service provided where it is needed and best utilised • ECEC Service • “At risk” children identified in a timely manner • On site health professionals provide early advice and intervention • Accessible and free services for families in low SES areas • ‘One stop shop’ for services • “Convenient for parents/carers who do not have to take the children out of school for services and for those who would not otherwise use the services if they had to take them somewhere.” • “Parents are very grateful that their child can receive free support in areas which are generally not catered for at school.”

  9. Building Evidence • Annual evaluation of students, teachers, supervisors • 72% of teachers reported significant gains in relation to: • Incorporating therapy goals in classroom; knowledge of child development and when to refer; strategies to assist children with specific needs; monitoring of children’s skill development • “I think this program is fantastic. I have seen first-hand the enormous impact it can have on children's academic performance, behaviour, self-esteem and enjoyment of school. This is an excellent partnership between (school) and Curtin and I hope that it continues. The children I have had go through the individual support sessions have benefited greatly and the whole class activities are fun and hands on, yet informative.” • “At risk” children identified and assisted in a timely manner • ICAT

  10. Building Evidence • Benefits for Students • Authentic learning experience • Linkage between health and education practice • Increased capacity to work collaboratively with health professionals and education staff • Diversity of experiences available and large casemix • Improved behaviour management of children • Improved understanding of determinants of health and impact on service provision • Improved understanding of own roles • Model now replicated in two additional Schools • Fieldwork Coordinators – “gold standard” in supervision

  11. Reading 2010 Reading 2013

  12. Enablers • Funding!! • Partnership with School and strong leadership • Has an ethos which is aligned with IPP • Resources to initiate, develop and manage partnership • Dedicated and skilful IPP Facilitator • Engagement of discipline specific Fieldwork Coordinators • Professional development in IPP • Preparation for Students; IPP facilitators; Discipline specific supervisors • Client-centred approach • Assessment - ICAT – IPP valued • Flexibility and adaptability – accommodation!

  13. Acknowledgements Staff at Challis Early Childhood Education Centre Curtin Students Students and families at Challis ECEC

  14. “No one can whistle a symphony. It takes a whole orchestra to play it.” - H.E. Luccock

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