It Takes A Village: Partnering for authentic and sustainable collaboration
1
It takes a village: Hatch 1 , T., King 1 , S., Hall 2 , M., Paslawski 3 , T., Schmitz 4 , C., Taylor 4 , E., Guirguis 5 , L., Kahlke 1 , R., MacGregor 6 , D., McLaughlin 6 , A. 1 Health Sciences Education and Research Commons; 2 Department of Physical Therapy; 3 Department of Speech Pathology and Audiology; 4 Department of Occupational Therapy; 5 Faculty of Pharmacy; 6 Alberta Health Services •Partnership between sectors shapes professional practice and supports transition to workforce • Students value learning about professions from regulatory bodies. • Tapping into the foundational documents and human resources of regulatory bodies is invaluable in building sustainable IPE experiences. • Engaging patients and front line practitioners provides authenticity. • Participation of external partners highlights the value placed on IPE beyond the ivory tower. • Diverse representation of professions among external partners is key. • Early learners feel supported when own profession is represented. Students Stations Nursing 54 Patients 3 Occupational Therapy 99 IP Practitioner Teams 2 Physiotherapy 94 Regulatory Bodies ACAC, ACP, ACSW, ACSLPA, CARNA, CLPNA, CRDHA, PA-C+A 8 Pharmacy 131 IP Student Groups SHINE, HSSA 2 Speech Language Pathology 57 Student Total 435 Station Total 15 Evaluation Statement Average Student Rating (5) I increased my knowledge of interprofessional practice 4.13 I am motivated to learn more about interprofessional practice 4.37 The IP pathway launch was relevant to my education 4.40 Regulatory Body Stations Patient Station Partnering for authentic and sustainable interprofessional education Eight Health Science Faculties have collaborated to deliver interprofessional education (IPE) for over 20 years. Aside from one required course, IPE is fragmented across these faculties. To expand learning beyond this course and enhance integration of IPE, educators sought activities that would: • Build early understanding and engagement among students • Enhance the connection between academia and practice To this end, a 3-hour interactive education session was piloted with 435 students from five disciplines in the first month of their aca- demic program. The event aimed to: • Establish common understanding of the philosophy, language and expectation of IPE • Provide early exploration of collaborative practice. In one component, interprofessional student teams navigated stations hosted by patients, practitioners and regulatory bodies. The stations were designed to develop role clarification skills. Students explored how intentional discussion and foundational documents build knowledge of scope of practice and collaborative practice from patient, front line and organizational perspectives. Time constraints, volume of students and uncertainty regarding the novel approach raised concerns related to recruitment of external partners needed for stations. Despite initial concerns, response was positive with 15 stations available to students. Launch Participants Post-event Survey Results “. . . I loved hearing from the patients as to how important it is for the team to work together.” “I was surprised at the frequency and depth of communication between health care professionals. Loved this activity.” “Loved that we interacted with real patients, practitioners and regulatory body reps. Two thumbs up.” “Went well, thank you to all professionals that were involved - your time was much appreciated.” Future Directions • Broaden representation of regulatory bodies; seek practice representatives from organizational level. • Engage regulatory bodies at other points in IPE to support early learners who struggle with role clarification in the context of peer to peer learning. Acknowledgements The contribution of participating students, internal and external partners was greatly appreciated.
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Provides an overview of a 3-hr interactive interprofessional program for first year health sciences students. It describes an unique partnership with professional regulatory bodies, patients and practitioners to share concepts of collaborative practice with early learners.
Transcript of It Takes A Village: Partnering for authentic and sustainable collaboration
It takes a village: Hatch1, T., King1, S., Hall2, M., Paslawski3, T., Schmitz4, C., Taylor4, E., Guirguis5, L., Kahlke1, R., MacGregor6, D., McLaughlin6, A.1Health Sciences Education and Research Commons; 2Department of Physical Therapy; 3Department of Speech Pathology and Audiology; 4Department of Occupational Therapy; 5Faculty of Pharmacy; 6Alberta Health Services
•Partnershipbetweensectorsshapesprofessionalpracticeand
supportstransitiontoworkforce•Studentsvaluelearningaboutprofessionsfromregulatorybodies.
• TappingintothefoundationaldocumentsandhumanresourcesofregulatorybodiesisinvaluableinbuildingsustainableIPEexperiences.
• Engagingpatientsandfrontlinepractitionersprovidesauthenticity.
•ParticipationofexternalpartnershighlightsthevalueplacedonIPEbeyondtheivorytower.
•Diverserepresentationofprofessionsamongexternalpartnersiskey.
• Earlylearnersfeelsupportedwhenownprofessionisrepresented.
Students StationsNursing 54 Patients 3
Occupational Therapy 99 IP Practitioner Teams 2
Physiotherapy 94 Regulatory BodiesACAC, ACP, ACSW, ACSLPA, CARNA, CLPNA, CRDHA, PA-C+A
8
Pharmacy 131 IP Student GroupsSHINE, HSSA
2
Speech Language Pathology 57
StudentTotal 435 StationTotal 15
EvaluationStatement AverageStudentRating(5)I increased my knowledge of interprofessional practice 4.13
I am motivated to learn more about interprofessional practice 4.37
The IP pathway launch was relevant to my education 4.40
RegulatoryBodyStations
PatientStation
Partnering for authentic and sustainableinterprofessionaleducation
EightHealthScienceFaculties have collaborated to deliver interprofessional education (IPE) for over 20 years. Aside from one required course, IPE is fragmented across these faculties. To expand learning beyond this course and enhance integration of IPE, educators sought activities that would:• Buildearlyunderstandingandengagementamongstudents• Enhancetheconnectionbetweenacademiaandpractice
To this end, a 3-hour interactive education session was piloted with 435 students from five disciplines in the first month of their aca-demic program. The event aimed to:• Establishcommonunderstandingofthephilosophy,language
and expectation of IPE• Provideearlyexplorationofcollaborativepractice.
In one component, interprofessional student teams navigated stations hosted by patients, practitioners and regulatory bodies. The stations were designed to develop role clarification skills. Students explored how intentional discussion and foundational documents build knowledge of scope of practice and collaborative practice from patient, front line and organizational perspectives.
Time constraints, volume of students and uncertainty regarding the novel approach raised concerns related to recruitment of external partners needed for stations. Despite initial concerns, response was positive with 15 stations available to students.
LaunchParticipants
Post-eventSurveyResults
“. . . I loved hearing from the patients as to how important it is for the team to work together.”
“I was surprised at the frequency and depth of communication between health care professionals. Loved this activity.”
“Loved that we interacted with real patients, practitioners and regulatory body reps. Two thumbs up.”
“Went well, thank you to all professionals that were involved - your time was much appreciated.”
FutureDirections• Broadenrepresentationofregulatorybodies;seekpractice
representatives from organizational level.• EngageregulatorybodiesatotherpointsinIPEtosupportearly
learners who struggle with role clarification in the context of peer to peer learning.
AcknowledgementsThe contribution of participating students, internal and external partners was greatly appreciated.
