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Design interprofessional learning placement opportunities for students and improve collaborative practices with this interactive toolkit.
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Interprofessional LearningClinical Placement ToolkitIntroduction “Building and sustaining training in WA”
Welcome to the Toolkit This toolkit will help you to design interprofessional learning placement opportunities for students. The toolkit focuses on integrating interprofessional learning experiences for clinical placements in teams working collaboratively. This toolkit also offers the opportunity to improve a team’s collaborative and interprofessional practices. “Building and sustaining training in WA”
Toolkit Structure Slides are interactive throughout the toolkit, giving you the opportunity to explore and review elements in more depth. Action buttons such as these will take you to a separate slide or to other documents and links. Return buttons allow you to navigate back to the slide you were on after looking into elements in more depth. Click the button if you would like to read more about a topic. More “Building and sustaining training in WA”
Interprofessional Practice There is growing recognition of the need for health workers to have professional competencies as well as interprofessional practice skills to engage communities with increasingly complex health conditions and social contexts. A health workforce skilled in working interprofessionally reduces health system fragmentation and enables better service provision to the community. “Building and sustaining training in WA”
The Placement Design Framework The WA Clinical Training Network report “Embedding Interprofessional Learning in placements in Service Delivery” (2015) found that there are potentially different degrees of exposure to interprofessional practices, on student placements within current services that could have a cumulative impact on the development of interprofessional competencies. The placement design framework was developed to describe some of the different opportunities available as a continuum from specific profession focused placement through to completely interprofessionally focused. More “Building and sustaining training in WA”
Placement Design Framework: The framework lets you explore different degrees of interprofessional placement opportunities that may exist in your service. • Placement opportunities for students may by offered in • synchrony (students from different professions at the same time), or • asynchrony (single professions at a time engaging with a collaborative team) Placement Type Placement Scope “Building and sustaining training in WA”
You may like to explore the examples below that outline different types of placement opportunities that could be offered by current healthcare providers. * Perinatal Loss Service Aboriginal Child Health Team Regional Therapy Team Broome Child Development Service Midwest Subacute Rehabilitation “Building and sustaining training in WA”
Take Action Individually or as a team consider • Where would your previous placements fall on the matrix? • Where on the matrix could you develop future student placements? “Building and sustaining training in WA”
Interprofessional Placement Design Process This concludes the introduction tothe Interprofessional Toolkit. The modules described below are available to guide you to resources and design ideas to plan or enhance an interprofessional learning experiences for students on placement with your team. Select the next module you wish to view when you return to the toolkit home page. Module: Opportunity Are we a team that can offer interprofessional learning experiences? Module: Competencies What competencies could we offer and how? Module: Capacity What type of placement can we offer? Module: Preparation What is our action plan and what support is available? “Building and sustaining training in WA”
Type of Placement In considering the design of a placement you may like to consider whether your placement is best placed to provide the opportunities that are focused on: • Profession specific learning • Dual profession and Interprofessional learning • Interprofessional learning. “Building and sustaining training in WA”
Scope of Placement In considering the design of a placement consider the scope of learning that your placement may contribute to in terms of whether it will: • Provide exposure to interprofessional practices • To immerse a student in interprofessional learning • To allow a student to develop a degree of competency in interprofessional practices. (terminology from the Queen’s University IPE Framework) More “Building and sustaining training in WA”
Broome Child Development Service This vignette focuses on a drop In clinic under development by the speech pathologist who attends the child health clinic to coincide with the weekly immunisation clinic. The speech pathologist’s presence in the clinic allows the child health nurse and Aboriginal health workers at the site to collaborate to determine the need for client referral to speech pathology or to direct the child to other interventions earlier for example referral to occupational therapy, audiology, ENT, or to the paediatrician. Student Exposure to the Team • Students from speech pathology have been engaged in the clinic as part of their broader placements • Currently speech pathology students focus on profession specific competencies but they are gaining exposure to dual profession and interprofessional practices • There is scope for the clinic to be an observation and learning experience for medical, Aboriginal health and nursing students. Team (Student) Learning Opportunities • Other roles of the team members, • Rapid decision making and family interview techniques to gather critical information • Benefit of co-location and creativity in establishing essential co-location opportunities • Skills to drive incidental collaboration moments (non structured). More “Building and sustaining training in WA”
Perinatal Loss Service - Clinic This vignette focuses on the Perinatal Loss Service (PLS) that is offered to women who experience a perinatal loss or neonatal death of a baby at KEMH and across the state where parents need follow up information about their loss and planning for future care. The PLC team members review the loss with the family to identify the cause of the baby’s death if an autopsy was ordered and consider other information or factors that contributed to the pregnancy loss or neonatal death. A management plan is established, to address identified contributing factors, for enhanced safety of future pregnancies. Student Exposure to the Team • Students from medicine, midwifery and social work engage in different elements of the team at different times. Team (Student) Learning Opportunities • Use of processes to support teamwork e.g. coordination of the clinic list • Regular meetings as part of clinical care - critical team meeting beforehand to ensure all team is aware of the issues and the circumstances to ensure sensitivity and awareness • High level communication and interpersonal skills • Exposure to different framework sand models, with the professionals centring on the parents (IPL opportunity - the student usually remains with the parents throughout the process and will observe how the consultation is approached by each professional as they attend to the parents complex needs). More “Building and sustaining training in WA”
Midwest Sub Acute Rehabilitation Services This vignette describes the SAC IPL program where the team focuses on holistic assessment of clients with complex care needs attending the day therapy unit in Geraldton. People who have had a stroke are also included under the team’s auspices. Student Exposure to the Team • Students from some professions engage in different elements of the team at different times including: • Speech pathology • Occupational therapy • Physiotherapy. • Students not represented on the team have also observed the team’s practices: • Pharmacy • Nursing. Team (Student) Learning Opportunities • Benefits of co-location assist and promote collaborative working • Central referral processes • Shared client files and electronic folders • Team orientation processes • Broad stakeholder engagement (e.g. ACAT, mental health, other allied health professionals) • Opportunity to learn skills from other professions within the team (both staff and students) as well as share own professions skills with peers • Management of caseload, including case management and care coordination of complex care needs. More “Building and sustaining training in WA”
Aboriginal Child Health Team This vignette focuses on the Aboriginal child health team who are responsible for providing services across the metropolitan areas with multiple sites staffed by child health nurses, community health workers and Aboriginal health workers. Further services are provided by medical officers, a speech pathologist and occupational therapist who cover all of the sites. The broad team provide an enhanced child health schedule for children aged 0-5 years, of Aboriginal or Torres Strait Island descent, with early identification of development delay and health promotion. Student Exposure to the Team • The team has provided placements for students from the professions below as part of a rotation with a linked child development service in the profession of speech pathology • Students from medicine, Aboriginal health and nursing have also been exposed to the team. Team (Student) Learning Opportunities • Communication and negotiation skills – the chance to learn how to be patient while facilitating people to consider information • Better understanding of all the stakeholders and different agencies • Regular meetings for clinical care • Collaboration through information sharing • Value of teamwork and teambuilding • Early student training observational opportunities with the team would support interprofessional learning. More “Building and sustaining training in WA”
South West Regional Therapy Team The South West Regional Therapy Team provides a service to children and adults in the south west region who have been diagnosed with a disability before the age of 18. The team provides services in a Key Worker model of delivery with one therapist taking leadership in the engagement and intervention with the family, targeting the family or person’s goals. Collaboration across professionals and the person or family occurs to establish a plan and method of intervention. Student Exposure to the Team • The team has provided placements for students from the professions below with some overlap and joint task undertaken by students particularly physiotherapy and occupational therapy students. • Occupational therapy • Physiotherapy • Speech pathology. Team (Student) Learning Opportunities • Students have the opportunity to see Family Partnerships models and Key Worker models in action • Opportunity for joint sessions with other students or with other professionals where similar approaches and differences between professional training can be explored • Students are given an opportunity to see how a facility and processes supports close team collaboration for all cases • Orientation methods allow the student to understand how the team operates and deeply explore mental model concepts around the team approach. More “Building and sustaining training in WA”
