Inter-Professional Education for New Graduates at Waikato DHB

1. Inter-Professional Education for New Graduates at Waikato DHB Annemarie Verhoeven Julie Morrow Lesley Macdonald

2. Presentation Aim To discuss beginnings of inter-professional education (IPE) at new graduate level To give you feedback on what we learnt along the way To give you information and background to help you plan and prepare inter-professional education (IPE) in your workplace

3. Background to IPE at WDHB • Recognition of similarities in new graduate education across all health professions • Managing student to professional transition • Professional responsibilities • Clinical assessment and decision making • Communication and teamwork • OT and NETP held joint sessions for first time in 2012 (1 day) • Extended to all Allied Health new graduates and NETP in 2013

4. Structure of Sessions in 2013 “I now consider the Multi disciplinary team when I assess a patient and their potential input to increase patient outcomes Full day session held including the professions: • Occupational Therapy • Physiotherapy • Dietitians • Speech Language Therapy • Audiology • Social Work • Nursing staff • Repeated 4 times to accommodate graduate numbers

5. 2013 IPE Programme Aims Improve patient outcomes Consider the values of healthcare professionals Compare roles and responsibilities of healthcare professionals involved in patient care Develop a better understanding of how teams work effectively and successfully in practice Develop own strategies to integrate learning into practice

6. Topics “I am going to take the time to talk to other health care professionals involved in the patients care” Values of healthcare professionals Team working Stereotypes Roles and responsibilities Patient journey Discharge and referral pathways Question and answer open forum

7. “I learnt to appreciate the MDT as a unit” Evaluation Feedback from graduates • Increased awareness around roles • Each profession recognised there are more similarities in roles than differences • Opportunity for face to face networking • Identified gaps in their orientation

8. Evaluation “I will communicate with other disciplines more now” Facilitators’ Feedback • Limited knowledge of others’ roles and responsibilities – not in undergrad curricula • Gaps identified in orientation to team • Fewer practice opportunities to share patient information and network professionally • IPE is part of the solution at new graduate level • Re-evaluation will identify what has been embedded into practice

9. Shift towards Inter-professionalism “The MDT approach enhances patient care” • Other opportunities have been implemented • Combined new graduate orientation for nursing and allied health with DHB leaders present • Combined graduation for all new graduates at the end of their first year • New graduate policy developed encompassing all professional groups

10. Challenges Going Forwards • New graduates to integrate learning into their own work • Support from inter-professional management • DHBs engage tertiary sector regarding : • Team work knowledge and skills in practice • Knowledge of roles and responsibilities of health care disciplines • IPE for all staff • Support for inter-professional models of care

11. How can you get started?? Have conversations and gain support from senior management Identify what is already happening and other interested professional groups Meet and pull together themes and common ground Identify who has capacity/interest Utilise existing education programmes and identify a starting point Give it a go!

12. Questions/Comments

13. References Ateah C A , Snow W, Wener P, MacDonald L, Metsge C, Davis P, Fricke M, Ludwig S & Anderson J (2011). Stereotyping as a barrier to collaboration: Does interprofessional education make a difference? Nursing Education Today. 31: 208 – 213 Hean S, Macleod Clark J, Adams K & Humphris D (2006). Will opposites attract? Similarities and differences in students’ perceptions of the stereotype profiles of other health and social care professional groups. Journal of Interprofessional Care. 20(2): 162 – 181 Howell D (2009). Occupational therapy students in the process of interprofessional collaborative learning: A grounded theory study. Journal of Interprofessional Care. 23(1): 67 - 80 Jacobsen F & Lindqvist S (2009). A two-week stay in an Interprofessional Training Unit changes students’ attitudes to health professionals. Journal of Interprofessional Care. 23(3): 242 -250 Lindqvist S, Duncan A, Shepstone L, Watts F & Pearce S (2005). Development of the “Attitudes to Health Professionals Questionnaire” (AHPQ): A measure to assess interprofessional attitudes. Journal of Interprofessional Care. 19(3): 269 – 279 Takase M, Maude P & Manias E (2006). Impact of the perceived public image of nursing on nurses’ work behaviour. Journal of Advanced Nursing. 53(3): 333 – 343 Smith R, Pilling S (2007). Allied health graduate program – supporting the transition from student to professional in an interdisciplinary program. Journal of Interprofessional Care. June 2007; 21(3): 265 – 276 Opie, A (1997). Effective Team Work in Health Care: A Review of Issues discussed in Recent Research Literature. Health Care Analysis. 5(1), 62-73.

14. Contact Details • Lesley Macdonald • Lesley.macdonald2@waikatodhb.health.nz • Julie Morrow • Julie.morrow@waikatodhb.health.nz