1. School of Medicine FACULTY OF MEDICINE AND HEALTH Perceptions of interprofessional working and learning or Does interprofessional education and working have any impact on perceptions of professional identity and organisational culture? Viktoria Joynes University of Leeds

2. Headline research questions School of Medicine FACULTY OF MEDICINE AND HEALTH • Have (or will) large scale interprofessional education programmes made a difference to the people involved in delivering them? In education? In practice? • …Does being involved in developing and delivering large-scale multiprofessional and interprofessional programmes have any impact on staff (academic and practice) perceptions on working with other professions, ‘professional identity’ and organisational culture?

3. About ALPS School of Medicine FACULTY OF MEDICINE AND HEALTH • Assessment and Learning in Practice Settings Centre for Excellence in Teaching and Learning • Worked with 16 health and social care professions to develop three Common Competency Maps: Communication, Team-Working, Ethical Practice • Five assessment tools: ‘Gaining Consent’, ‘Demonstrating Respect’, ‘Knowing When to Consult or Refer’, ‘Working Interprofessionally’ & ‘Providing Information’ • Assessments to be used by tutors, peer and self assessment, service user assessment and interprofessional assessment

4. Research Questions - Context School of Medicine FACULTY OF MEDICINE AND HEALTH • How are large scale IPE programmes implemented across Universities and NHS sites? • What impact does this implementation have on the STAFF* involved in delivering the IPE programme that is introduced? • How are staff introduced to, and involved in, delivering IPE programmes? • What are the perceptions of staff about working on large scale IPE programmes? • How does previous experience of involvement in IPE programmes impact upon these perceptions? (* Staff – always refers to both academic and practice unless otherwise stated)

5. Research Questions - Exploratory School of Medicine FACULTY OF MEDICINE AND HEALTH • How do staff conceptualise their own professional identity? • Does this differ from the way they conceptualise the professional identity of other professions who they work or learn with? • What impact do staff perceive that IPE has had on their own, and others, construction of their professional identity? • How does professional identity impact upon organisational culture, in terms of working and learning with, and from, other professions?

6. Methodology School of Medicine FACULTY OF MEDICINE AND HEALTH • Online/paper survey – any practicing member of health and social care in England eligible to take part • Exploratory (but hopefully!) N = 200 • Questions on: professional background & training, then asked to rate statements about professional identity and interprofessional working on five point scales • Follow-up interviews with 20 H&SC staff • Repeat same process with academic staff

7. Progress (Ethics, ethics & more ethics!) School of Medicine FACULTY OF MEDICINE AND HEALTH • Data collection tools for H&SC staff designed • IRAS ethical approval – granted June ‘09 • …Social work? Ethical approval required from every Local Authority • Seeking HEI ethical approval, converting data collection tools • Pilot with practice staff based at University

8. Pilot results School of Medicine FACULTY OF MEDICINE AND HEALTH • Pilot was run to check that data collection tool “worked” • Very small scale – N = 15 (medics, social workers, nurses, dietitians) • Asked respondents to comment on ‘answerability’ of questions as well as answer questions • In terms of achieving aim, helped me re-order some of the questions and remove others

9. Pilot results (2) School of Medicine FACULTY OF MEDICINE AND HEALTH • Interesting themes…IPE “What do you perceive the main purpose of interprofessional education to be?” “Experiential and strong focus in being able to team work, manage and understand/respect roles and contributions of others” (Senior – Doctor) “Understand each others roles” (Senior - Doctor) “To allow each group to learn about the others prior to starting work” (Senior – Doctor) **** “To produce a more integrated approach to the delivery of health & social care” (Middle – Nurse) “Share good practice, understand each other, improvement in care” (Senior – Nurse) “Share skills and knowledge across professionals on particular issues” (Senior – Social Worker)

10. Pilot results (3) School of Medicine FACULTY OF MEDICINE AND HEALTH Interesting themes…professional identity - Identity ‘issues’ arise not just between professions but in sub-specialties: “There are issues between the various sub-specialties in professions” (Senior – Doctor) “Learning disability nursing in children’s services is seen by other health professionals as 2nd class in relation to sick children's nursing” (Senior – Social Worker) Interesting themes…organisational behaviour “Do you think that teaching students from different professions together can result in them being better prepared to work in health care teams?” “Can entrench stereotypical views” (Senior – Doctor) “The question says “can”. Whether it DOES is another matter. In some groups it’s counter-productive” (Senior – Doctor, original emphasis)

11. Acknowledgments School of Medicine FACULTY OF MEDICINE AND HEALTH • Supervisors: Trudie Roberts & Sue Kilminster, Leeds Institute for Medical Education Paul Armstrong, Leeds Lifelong Learning Institute With thanks to Chris Green for the opportunity to present today, and for organising the research student network

12. Questions… School of Medicine FACULTY OF MEDICINE AND HEALTH • Any comments? • What do you personally think about the idea that involvement in IPE could influence perceptions of professional identity? • Do you think that your own involvement in IPE has changed your perception of your own professional identity? • Please get in touch! v.c.t.joynes@leeds.ac.uk