ࡱ> %` bjbjNN 4,,D%99989d8:;((;"J;J;J;%<%<%< _hǭ EK%<%<KK J;J;OBOBOBOKJ;J;BOKBOBO{XtJ;: &9Ld}(e00}DkMkPttk4P#%<TyABOGE SH%<%<%< NX%<%<%<KKKK"" Interprofessional Learning Environments Evening seminar and Day Conference hosted by University of Cardiff 10-11 April 2008 Report The purpose of this event was to celebrate interprofessional education initiatives in Wales and to consider environments conducive to interprofessional learning. The event was organised by Marion Helme, IPE Project Manager, Academy Subject Centres, and Clare Kell, Learning and Teaching Consultant for the Health Sciences and Practice Subject Centre and Lecturer in Learning and Teaching at the University of Cardiff. The University of Cardiff provided the venues and the three Academy Subject Centres and Academy York each provided 500 towards refreshments and speakers travel expenses. Organisers time was supported by the University of Cardiff, EIPEN (funded by the EU Lifelong Learning Programme) and the Academy Subject Centres. This is the first such event involving HEIs and other organisations across Wales, focussing on IPE. The event was promoted through Subject Centres and Academy York websites and specifically through Welsh networks by Clare Kell. Nine abstracts for posters were received; these were reviewed by a group including Clare Kell, Andy Carson Stevens of the Welsh Healthcare Student Forum and other colleagues, and Marion Helme then fed back comments to the poster presenters for revision. The evening seminar included presentations about Welsh policy contexts for IPE by the head of education and training, NHS Wales, and the chair of the Welsh Student forum (arranged by Clare Kell), followed by dinner in the restaurant of Main Building, University of Cardiff. The conference the following day included a key note speech from Professor Hugh Barr, three presentations of IPE developments in Wales from universities of Swansea, Cardiff and Newport School of Art and Design, by invitation, eight poster presentations and four simultaneous facilitated workshops focusing on different types of environments for interprofessional learning. Registrations and participants There were 20 participants for the seminar and dinner on 10 April, including most of the presenters and speakers. The 62 people registered (of whom 52 attended on 11 April) included 50 people working in practice or policy settings (11) or Higher Education (39) in Wales, 11 from HEIs in England and 1 person from University of Toronto, Canada. HEIs represented included: Wales: Universities of Cardiff, Glamorgan, Swansea, NEWI, Bangor, UWIC England: Universities of Derby, Nottingham, Oxford Brookes, Worcester, Salford Other: University of Toronto, Canada Funding had been allocated to support the involvement of service users and carers. The event was promoted on the PEPE website and. locally to service users and carers in Cardiff. This had very limited success and no response from service users and carers in Wales. Arrangements were made to fund travel and subsistence for a small group of service users from Southern England working with Christ Church University College to do a presentation but unfortunately they were unable to attend due to the ill health of the key presenter. Of the 45 registrants who provided information about their profession, these included: Social Work5Nursing (all branches15 (14)Radiography4Medicine (all branches)4Physiotherapy4Dentistry2Occupational Therapy3Speech and Language Therapy1Podiatry1Public Health1Pharmacy2IT 1Operating Department Practice1 (2)Counselling1 The outcomes of the event included the presentations, which are published on the Health Science, notes of the workshops and consultation of participants in the last session of the day with regard to following up the event. The 25 proposals for following up the event are almost equally split between a publication and a Welsh IPE Special Interest Group. Evaluation (compiled by Nikos Skizas) Out of 26 completed evaluation forms participants found that the directions to the venue were very good and sufficient information was provided prior to the meeting. The pace of the workshop and timing for breaks was evaluated highly although it was noted that more time was needed for discussion after Professor Hugh Barrs key note speech. The most useful part of the workshop was identified as the whole day because of the combination of the workshops, poster presentations, non- threatening pace and networking. For some the event helped them to explore new ways of IPE, share their ideas/problems, gave them a chance to engage in discussions, make excellent contacts, form networks or provided opportunity to bridge links within own institutions. The workshop met delegates expectations but a few thought that some presentations had no clear IPL focus, there was not much time for discussions and more time for open discussion was needed. Participants suggested that if there is going to be a follow up, professional regulatory bodies, clinicians/ coordinators and non-statutory involvement is needed. Costs IncomeExpenditureHSaP500Dinner, lunch etc1121MEDEV500Facilitators' and speakers' expenses312.17SWAP500Academy York500Total2000Total1433.17Surplus566.83Programme Seminar (10 April) Bethan Johnson provided an overview of WAG policy in relation to health care education. She described the current plan to develop an e-repository of resources for health care education, including interprofessional learning, to be accessible for all those working and learning in health care in Wales. Andy Carson Stevens provided an overview of the work of the Welsh Healthcare Student Forum which represents 6000 health care students. The forum was set up in 2006 with funding from WAG/NHS Wales. The Forum enables representation of the student perspective on both education and health issues to influence policy through lobbying and meetings with key groups and individuals including, for example, the Minster for Health and Social Services and policy leads in the Welsh Assembly Government (WAG). the Chief Nursing Officer, representatives on behalf of the Chief Medical Officer and officers from the NHS strategy division, statutory professional advisory groups and graduate employment groups. Participants were especially engaged with Andys discussion of how the different professions represented in the forum were an example of interprofessional collaboration and learning. Conference (11 April) (Presentations downloadable from HYPERLINK "%20http://www.health.heacademy.ac.uk/ipe/ipeinuk"  http://www.health.heacademy.ac.uk/ipe/ipeinuk) Welcome: Dr Roger Mansfield (Head of School, School of Healthcare Studies, Cardiff University Key note speech: Professor Hugh Barr Hugh Barrs speech was very well received with many comments from participants. He discussed the differences between cultures, politics, structures and capacity. He presented a lozenge of IPE with regulators, universities, employers and regional policy makers/commissioners at the four corners (and students and service users in spaces). (In later discussion and from Bethan Johnsons presentation the night before, it appeared that the Welsh Assembly Government were actually in three of the four corners as commissioners, policy makers and employers a different picture in Wales from England, Scotland and Northern Ireland). He focussed on what he saw as a developing distinction between two policy directions for IPE. The conservative agenda was largely led by academic institutions and the QAA and characterised as consensual, incremental and gradual. The transformative agenda was led by organisation such as Skills for Health (England) and characterised as unilateral, radical and (arguably) anti-professional, impatient and critical of the QAA. The middle ground for IPL was recognising the need for change but maintaining the integrity of separate professions, not emasculating them. Comments and feedback How can the different interests of professional bodies and regulators (professional outcomes, fitness for practice) and Higher Education Institutions (research led) be married? WAG will focus on health care students whom they fund but social work and social care students are funded from elsewhere Worse that the tensions in the previous points are the values conflicts between commissions who want cheap short courses and regulators who want highly competent practitioners. (HB: universities have to be student-centred) There is a wide range of employers (not just NHS) who provide health and social care. In terms of infrastructures, there needs to be a change in recognition of need. Without this change IPE will be unsuccessful and therefore unsustainable. About student-centred values where are the students on the diagram? In the centre of the big diamond, or in a smaller triangle influencing teaching? Service users and carers could be at the centre or should this be a three dimensional model? Presentations Available from  HYPERLINK "http://www.health.heacademy.ac.uk/ipe/ipeinuk" http://www.health.heacademy.ac.uk/ipe/ipeinuk Interdisciplinary learning: Jane Davison, Associate Dean at Newport School of Art and Media Jane is researching Interdisciplinarity learning: the tensions between policy and practice in higher education with colleagues. As part of this she is analyzing 46 QAA benchmarking statements related to interdisciplinary learning (including interprofessional learning) across a range of subjects. A limited number explicitly referred to multidisciplinary (4) or interdisciplinary (7) but many more included implicit reference to interdisciplinary learning. There was also common ground between disciplines with regard to social and ethical awareness, problem solving, group work, and communication skills. She concluded with questions for further research concerning the translation of the statements to interdisciplinary practice. (Included in presentations on website updated comparison table of subject benchmarking statements provided by Jane.) Interprofessional Education in a District General Hospital: Jacqueline Jepson and colleagues, Bangor University Jacquie described the implementation and evaluation of interprofessional education forums for Medical (5th yr), ANP, Pharmacy, Physiotherapy, Social Work and, Occupational Health students set up by Bangor University, School of Healthcare Sciences and Conwy and Denbighshire NHS Trust. The design was based on PBL, with mixed groups of students working together on case scenarios and presenting a multiprofessional approach to the case for feedback. Evaluation by all concerned was very positive. The conclusions from evaluation were (1) Interprofessional education can be successfully developed within a District General Hospital in collaboration with HEIs (2) the novel IPE model combining small group methods with PBL promotes interprofessional student learning (3)Combining IPE with small group problem solving, encourages self motivation, transferable skills and inter-disciplinary communication. The programme will be rolled out with continuing evaluation of the impact on students practice. Learning together: Working together [A staff perspective]: Sally Scott-Roberts, Caroline Adams, Clare Kell University of Cardiff Sally, Caroline and Clare, reflected on their experience as three doctoral students from different disciplines working together as IPL facilitators and their learning about themselves, their individual profession and each others professions. Learning included that staff were energised by IPL, IPE and perhaps the task, the need to recognise facilitation comfort zones, acceptance of different points of view and that no overt questioning of professional identity has the potential for stereotyping. Their learning about interprofessional learning environments was that some characteristics are Physical Environment - familiar vs. strange; Boundaries contained vs. chaos and control vs. no control; the Social Environment familiar vs. strange, support networks, tribalism; Personal Environment familiar vs. strange, control, threat. Poster presentations Interprofessional clinical simulation. Understanding roles and patient safety issues: Liz Day and colleagues, University of Derby Interprofessional Learning of clinical skills teaching between graduate entry medical students and nursing students: a pilot study: Mark Edwards and colleagues, Swansea University Shared Interprofessional Learning and Working: Kath Elley, University of Glamorgan Interprofessional Learning: using staff learning as a trigger for change: Clare Kell and colleagues, University of Cardiff Embedding Interprofessional Education in the Undergraduate Health Sciences & Social Work Curriculum: Geraldine Macdonald, University of Toronto Inter-professional learning and teaching in the dental workplace setting with physiotherapy, occupational therapy and dental undergraduates exchanging posture/ergonomic and oral health advice: Dinah Sweet and colleagues, University of Cardiff Interprofessional Education in a District General Hospital: Design, Implementation and Evaluation: Jacqueline Jepson and colleagues, Bangor University Learning from Each Other: A qualitative evaluation of an Undergraduate Interprofessional Education Programme for Health Care Professionals: Jackie Malone , University of Huddersfield (unable to attend)  A further poster: Sharing Perspectives, Sharing Values- IPL with MH Nursing Students and Policing Degree Trainees: Gerry Bennison Empathise Training and Consultancy and Canterbury Christchurch University was withdrawn due to ill health. Afternoon workshops Workshop on e-learning (facilitators: Margaret Sills and Nikos Skizas)  points from discussion The range and use of e-learning in pedagogical applications is now very wide But there remains debate about whether interprofessional competence and capability can be developed through electronic means So the questions are how can e-learning benefit IPE, how can we ensure a sound pedagogical basis for interprofessional e-learning, how can the institution support the development of IP e-learning? Workshop on IPE in classroom settings (facilitated by Liz Day and , focussing on use of creative arts) Timetabling and swamping are challenges The mode of delivery needs to be appropriate to the teaching There is a need for a common bench mark statement about interprofessional learning for all professions There is a need to provide a range of experiences for students to explore emotional involvement Creative arts approaches, including visual arts and poetry can be used for IPL For example, the analysis of a poem is challenging and enables discussion about professional identities Preparation is key as is an environment that enables people to use creative arts approaches for learning Using creative arts provides a third point of reference, away from the negative and is energising. Workshop on the management and policy environment (facilitated by Clare Kell and Marion Helme) IPL can help confirm and affirm professional identity with good facilitation. Participants were concerned about the dissipation of professional identities and the tension between educators and those who commission (and may want to regulate) training. Cultural ethos is also a determining factor the value of knowledge, ethos of HEIs and driving forces behind the remit of each profession. Managers need to be able to manage uncertainty! In terms of Hughs lozenge most powerful interventions to promote IPE could be through central policy (compulsion) and WAG (promoting evidence-based policy). Take home messages included: (1) the need to explore collaboration between WAG and HEIs (and funding), the HE Academy role in developing and supporting IPE, (2) the need to identify people who have influence at WAG to get a clear steer about WAG policy and to ensure clear understanding about the difference between interprofessional and multi-professional ( differences exemplified in the two seminar presentations, (3) the possibility of collaboration with U of Ottawa staff (5) the need to promote IPL at our own base, for example through local forums with staff and students. Workshop on IPE in practice settings (facilitated by Ruth Matheson) There was discussion of the Bangor model (Jacquie Jepsons presentation) in which the students were uncritical of each other and setting up the forum enabled them to learn to explain to others about their own role. To make IPE in practice setting useful there should be clear learning objectives and someone to do???, for example for another professions skills in setting up a safe environment Models that work training wards, the Derby model (courtroom), Leicester model need to be promoted In Wales there is concern that HEIs have missed out on some of the funding opportunities for IPE, e.g. CETL funding and consortium money. Concluding remarks (M Helme) The previous conference in the building had been about accountancy and interdisciplinarity. A page of notes left behind included the statement ring fencing around knowledge excludes others and promotes social closure which applies just as much to IPE as to accountancy. 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