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IPL and ICS

IPL and ICS. Peter Castleton, Jenny Owen (University of Sheffield) Julia Twigg (Sheffield Hallam University). Context for Project. Changing Practice Environments Realignment of Children’s Services Changing Regulatory Frameworks High expectations, low baselines in UoS

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IPL and ICS

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  1. IPL and ICS Peter Castleton, Jenny Owen (University of Sheffield) Julia Twigg (Sheffield Hallam University)

  2. Context for Project • Changing Practice Environments • Realignment of Children’s Services • Changing Regulatory Frameworks • High expectations, low baselines in UoS • Uncertain evidence base for IPL • Uncertain cross-professional support for IPL • Teaching/learning development grant opportunity

  3. Project Outline • 4 Departments/Disciplines: SWs, Medics., Nurses, public health/management) • Focus on child welfare and protection • ‘inquiry-based learning’: scenario for team investigation and decision-making • Piloting materials, approach and methodology

  4. Project Outline • Scenario drawn from our combined experience, with advice from child protection colleagues • Robust experimental design: comparison between mixed and uni-disciplinary teams • Mixed group learning.

  5. 1. Answerphone Message 2. Refer or investigate or no action? 3. Initial Team Decision 4. Initial Assessment “The Scenario” - Overall Structure

  6. 1. Answer Phone Message AUDIO message 2-3 MINS “concerned neighbour” 2. Referral to Social Services GP - GP HV HV School School Midwife Midwife CP register CP register Investigative Journalist Police Police Nursery Nursery All students start at this point Question with 3 options – brief outline A) Investigate Further – leads to options menu for next contact steps B) Do nothing C) Refer All the students end at this point

  7. 2. Referral to Social Services 3. Initial Decision and then home visit You now consider the role of the social worker. Question with 2 options 2. Further enquiries. Question with 3 options 1. Do nothing C. Speak to manager (via discussion board) The Sheffield Star heading – child burnt in home alone case… B. Contact other professionals A. SS File Check Midwife: audio clip Written social services file GP HV School CP register Police Nursery Time pressures limit choices here Unlocks access to SCBU records All the students end at this point

  8. “SW and HV arrive together on a visit

  9. “I weren’t expecting two of ya”

  10. Key questions about collaboration • Motivation - “Do you want it? • Achievability - “Can we deliver it? • Contexts for learning – “How do students learn best?” • Effectiveness – “Does it make any difference?”

  11. Do you want it? • Departments highly ambivalent=> slow to consider embedding • Uneven HEI awareness about ICS/ECM • Students enthusiastic (and patient with technical and content piloting) • Many challenges to fixed views about professional roles

  12. Can we deliver it? • Time and resource intensive in early development stages. • It takes time. So take it. • Curriculum alignment • Collaborative learning in the project staff group closely mirrors and models student learning experience.

  13. How do students learn best? • Evaluation: examining disciplinary/professional learning styles • High levels of engagement. Low drop-out • Mixed economy of engagement. On-line learning offers + & - • A common product which endures • Transferable template for other issues/content • Worth an investment in complexity • Many opportunities for glitches (technical and student interpretation)

  14. Does it Make any Difference? • Process will entail longer-term follow up. • Good opportunities to explore what the varying knowledge, roles and values MEAN when applied to particular practice environments • The activity allowed all students to witness how different actions could be determined not by the situation but how the situation was interpreted.

  15. Some Key Learning Points for ICS • Different approaches to and thresholds for judgements and analysis. => • Wide professional variations in speed and clarity of decision-making • Documentation structures but does not enhance this • Students underestimate/underuse available ‘evidence’ sources… important to pursue this… • Mixed teams do articulate questions/judgments more readily than single-discipline teams: a pilot ‘message’ that we will investigate further

  16. Learning points • Opportunities to engage local parents and practitioners in dialogue with students, via mixed panels in final workshop: valued by all - important for continuing links between HEI environment, practice, community…

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