Interprofessional dimensions to Higher Education Practice: Getting closer to communities

Professor Debra HumphrisDirectorHealth Care Innovation UnitUniversity of Southampton, UK

University of Southampton

• Founded in 1862, own Charter since 1952

• 20,000 students, 2,000 international students, from over 100 countries

•7th largest HEFCE QR grant (05/06)

•5/5* grade in 24 of 34 subjects

Background

Long tradition in the University of Southampton of working across health & social care

New Generation Project – DoH Leading Edge site for undergraduate change

Corporate commitment to IP learning: Learning & Teaching Enhancement Strategy

Wider policy context

HEFCE Centre for Excellence in Learning and Teaching

Interprofessional drivers

‘One of the most effective ways to foster an understanding about and respect for various professional roles and the value of multi-professional teams is to expose medical and nursing students, other healthcare professionals and managers to shared education and training’

The Report of the Bristol Inquiry, Para 18

Learning from the past, working differently

Interprofessional drivers

Recommendation 14:

The National Agency for Children and Families should require each of the training bodies covering the services provided by doctors, nurses, teachers, police officers, officers working in housing departments, and social workers to demonstrate that effective joint working between each of these professional groups features in their national training programmes.

paragraph 17.114

The New Generation Project

Widening access and entry

New pathways& partners Developing an

interprofessional Common Learning Programme

Inter Professional Learning Units

Yr 1 Yr 2 Yr 3 Yr 4 Yr 5

3 Year Programmes: Midwifery, Nursing, Occupational Therapy, Physiotherapy, Podiatry, Radiography and Social Work

Key Profession specific learning

Learning in Common

Inter-professional learning

4 Year Programmes: Audiology, Medicine (BM4), Pharmacy

5 Year Programmes: Medicine (BM5)

The New Generation Project

Eleven pre qualifying professions (Audiology, Nursing, Medicine, Midwifery, Occupational Therapy, Physiotherapy, Podiatry, Pharmacy, Radiography

(diagnostic) Radiography (Therapeutic) Social Work Small group model of learning (10) 1500 students per academic year Practice settings with Health and Social Care

employers across Hampshire

Unit 1 - Collaborative Learning Unit 2 - Inter-professional Team Working Unit 3 - Inter-professional Development in Practice

The Regulators

Department of Health Regulatory Unit

Model of Learning

Guided Discovery Learning

Collaborative Learning

Inter-professional Learning

Facilitated Collaborative Learning

O’Halloran, Hean, Humphris & Macleod Clark (2006)

Centre for Excellence in Teaching & Learning

Recognise & reward excellence in inter-professional teaching

Develop inter-professional learning to support workforce development in the areas of Children & Families services and services for people with long term conditions

Work in partnership with the NHS, Social Services, Education Services, FECs, HEIs and the wider CETL community.

Create a dynamic Learning Hub at the heart of the CETL:IPPS

Exploit the academic synergies in education and research across the University focusing on knowledge transfer into the practice of public services

Working with Southampton City Council: Children’s Services and Learning Directorate

Targeted specifically to address ‘Every Child Matters’

Delivering CPD for senior managers within integrated children's services (Education, Social Care, Health)

Pedagogical research

Exiting workforce supporting culture for new practitioners

Challenges of function and form

Function

Creating practitioners fit for the future, with the skills to work in effective multi professional teams

Form

How do we continue to evolve the curriculum in an inclusive and relevant way?

Implications for organisational form within Universities

Critical relationships with practice

requisite variety

..equilibrium is in fact a precursor to death, being a state in which a living system is less responsive to changes occurring around it.

Pascale (2000)

The law of requisite variety

The survival of any organism depends on its capability to cultivate (not just tolerate) variety in its internal structure

Pascale (2000)