interprofessional learning and working – improving the collaborative experience
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Interprofessional learning and working – Improving the collaborative experience. Dr Alison Machin: Director of Inter-professional Education Sue Spencer: Senior lecturer School of Health Community and Education Studies. Background. - PowerPoint PPT PresentationTRANSCRIPT
Dr Alison Machin: Director of Inter-professional EducationSue Spencer: Senior lecturerSchool of Health Community and Education Studies
April 07 – Successful bid for funding to be a phase 2 implementation site in an initiative led by the NHS Institute for Innovation and Improvement (NHSI)
Project partners with Northumbria University include: CETL4HealthNE, Newcastle University, North East SHA, North Tyneside PCT and Phase 1 project partner, York St John University
Aim of the NHSI initiative was to embed “service improvement learning” in mainstream professional education programmes and learn from the process of doing so.
Phase 2 had a particular focus on “patient safety”.
Curriculum should include 4 equally important, interconnected parts of improvement
Process and systems thinking
Making it a habit: initiating,
delivering, sustaining and
spreading
Involving users, carers, staff and the
public
Personal and organisational development
Penny 2003
Service user and carer perspective Inter-professional learning (IPL), to
improve collaborative service provision, is a core philosophy of HCES. IPL enables the collaborative exploration of the process of systems improvement
Facility to embed the specific service improvement learning into an existing IPL module and give pre registration students the opportunity to practice service improvement skills
Infrastructure already in place to facilitate this type of initiative
“two or more students from different professional groups learning interactively with, from and about each other in order to promote collaborative working for an improved service user experience” (CAIPE 2009)
“an incident or lived experience arising during contact with health, social care and education services which causes distress or harm (physical, emotional, psychological) to service users and their families” (Machin, Jones and Dawson, 2007).
Core day – delivered to 420 students from 6 professional groups in semester 1 - focus on the basics of SI learning theory
Following this day, a practice related SI project was undertaken by each student – health, social care and education settings
Project was expected to demonstrate the use of a service improvement tool e.g. Plan Do Study Act (PDSA)
IPL seminar to gain formative peer and academic feedback on progression of the project
Project was presented and shared in a supportive IPL context and assessed (80%)
Service users & carers, practice partners and academic staff involved in the assessment to provide additional formative feedback
Students undertake short written reflection on their experience of the process including the assessment presentation(max 500 words)(20%)
Student Staff IT Solutions
Pre-delivery
•Identifying names•Communication•ELP
•Availability•Communication•Engagement
Database
•Admin support essential•Link with Academic Leads•Link with programme managers
Core day •Accommodation•Allocation of groups and subgroups•Equity of experience
•Availability•Preparation•Familiarity with concepts
Web linksDatabase
•Planning•Meetings and feedback loop•Liaise with IT support
Project sharing day
•Accommodation•Timing•Supporting service users•Refreshments + breaks
•Support in assessment requirements•Moderation•Breaks
IT functionMarks recording
•Liaise with IT support•Timetable breaks in assessment schedule•Moderation team
Post assessment
•Follow up marks•Moderation•Feedback•Evaluation•Resubmissions etc
•Follow up marks•Moderation•Feedback•External
MEB •Moderation meeting + feedback•Link with admin teams for marks recording & MEB
What factors in your own work area would support/ hinder large scale cross programme collaborative activity?
Interesting, enjoyable, rewarding experience
Impressed by students’ fresh ideas/enthusiasm
Keen to work with the School again Difficult for people with learning
disabilities to be involved but enjoyed being part of the process
Comments on presentation skills, disability knowledge and dress code
Some room for improvement relating to transport, parking, toilets, furniture and length of sessions
Further development of collaborative working ethos
Engagement in national improvement network Opportunity to share with stakeholders our
commitment to teaching/ facilitating improvement
Further workforce development funding secured to transpose model to local PCT workforce
New learning re involving service users in assessment
Re energised existing L&T activity “Assessment for learning” opportunity
maximised
Out of 272 students who responded:
97% thought service improvement skills were important to their professional role
74% thought that participating in this module and in service improvement learning would enhance their job prospects
91% of students would recommend service improvement learning to other students