Interprofessional Education for Collaborative Person Centred Practice What Was, Is and Shall Be

1. Interprofessional Education for Collaborative Person Centred PracticeWhat Was, Is and Shall Be AHEAD “Interprofessional Learning & Working in Care & Welfare” February 07, 2019 John H. V. Gilbert, C.M., Ph.D., LLD (Hon)., FCAHS Professor Emeritus, University of British Columbia. Adjunct Professor, Dalhousie University. DR. TMA Pai Endowment Chair in Interprofessional Education & Practice, Manipal University. Adjunct Professor, University of Technology, Sydney Senior Scholar, WHO Collaborating Centre on Health Workforce Planning & Research, Dalhousie University. Founding Chair, Canadian Interprofessional Health Collaborative

2. Was, Is & Shall Be - A Narrative "Change? Change? Aren't things bad enough as they are?” (Robert Gascoyne-Cecil, 3rd Marquess of Salisbury)

3. Was, Is & Shall Be - An Art How do you develop IP education that: • reflects the complexity of interprofessional collaborative practice, • is in line with the professional experience of the student, and • makes a difference in quality of person-centred care?

4. Was, Is & Shall Be - About Definitions • Inter-disciplinary is not Interprofessional • Multi-professional is not interprofessional • Trans-disciplinary is not interprofessional

5. Was, Is & Shall Be – The Definition of IPE* Occasions when members** or students of two or more professions: • learn with, from and about each other, • to improve collaboration, and • the quality of care and services**. *IPE denotes a continuum: IPE, IPL, IPP, IPC. **CAIPE definition (2002) modified 2017

6. Was, Is & Shall Be – A Null Hypothesis There is no difference in collaboration to improve quality of care provided by health & social care professionals who are educated at the pre-licensure level to learn with, from and about each other, … as compared with those professionals who are not so educated.

7. Was, Is and Shall Be - A Conundrum "With", "From" & "About" I need to know what I know I need to know what YOU know YOUneed to know what YOU know WE need to know what WEknow WE need to know WHEN we need to know

8. Was, Is & Shall Be - IP Questions • Who defines IP practice and care? • How do silos constrain IP education & practice? • Who develops IP curricula? • How can IP curricula be aligned? • Where can IP curricula be aligned? • When can IP curricula be aligned? The ocean cannot be emptied with a spoon

9. Was, Is & Shall Be - Facilitators • Who recruits?  • Who appoints? • What kind of appointment? • Who rewards? • Who prepares? • What preparation? • How recognized?

10. Was, Is & Shall Be - The Patient IS the Curriculum • Ground curriculum in THE IPE DEFINITION, and a COMPETENCY FRAMEWORK. • Use ASSESSMENT and EVALUATION tools to measure cross-sectional, and longitudinal success. • Plan and execute a RESEARCH STRATEGY that represents THE DEFINITION & COMPETENCY FRAMEWORK.

11. Was, Is and Shall Be – The Context for Curricula Canadian Interprofessional Health Collaborative 2010

12. IP Collaboration -> Quality Improvement Role Clarification IP Conflict Resolution  Collaborative Leadership Team Functioning COMMUNICATION Link collaboration to: the definition of IPE, and scopes of practice

13. Was, Is & Shall Be – Collaborative Care Nova Scotia Health, Canada. October 2008

14. Was, Is & Shall Be - IPP/IPC Are Processes • for communication and decision making that: • enables the separate and shared knowledge and skills of different care providers to: • synergistically influencecare provided, through changed attitudes and behaviours.* * Way, D., Jones, L., Busing, N (May 18, 2000). “Collaboration in Primary Care 1 – Family Doctors & Nurse Practitioners Delivering Shared Care”.THE ONTARIO COLLEGE OF FAMILY PHYSICIANS

15. Was, Is & Shall BeEducation ->Practice Education-> Practice “For the things we have to learn before we can do them, we learn by doing them.” (Aristotle, Nicomachean Ethics (350 B.C.E))

16. Was, Is & Shall Be - Practice Educator as IP Facilitator • A preceptor is NOT a facilitator. • A mentor is NOT a facilitator. • A successful facilitator: • understands the “inter” of IPE, • clearly communicates the “inter” of IPE that is woven through the training of health & social care professionals.

17. Was, Is & Shall Be: Role of the Practice Educator in the Team Scopes of Practice Competency Role Patient Population/ Setting

18. Was, Is & Shall Be: Practice Educator as Teacher Recruit Appoint Prepare Support Reward

19. Was, Is & Shall Be - Practice Education Curricula SHOULD BE • an integral part of the practice culture; • lived experiences of students and practitioners; • understood and agreed on by all stakeholders; and • built on IPE Definition & Competencies.

20. Was, Is & Shall Be - “Inter” Learning the verbs • Network Effectively • Communicate & Problem Solve Clearly • Manage Confidentiality • Cooperate Reflectively • Negotiate Honestly • Handle Conflict Appropriately • Plan realistically, & follow through

21. An Eternal VerityCake-making must come before cake-distribution Commit to sustain