Interprofessional Learning Clinical Placement Toolkit

1. Module: Capacity What type of placement can we offer? Interprofessional Learning Clinical Placement Toolkit “Building and sustaining training in WA”

2. Toolkit Structure Slides aim to be interactive throughout the toolkit, with the opportunity to explore and review elements in more depth as needed. 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. More “Building and sustaining training in WA”

3. Capacity for Students “Clinical placement capacity relates to the maximum number of students able to undertake their clinical placement within a health service facility or service at any one time whilst maintaining the quality of the student learning experience and the quality and safety of clinical service delivery…Placement capacity is subject to change and cannot be considered a static measure” Queensland Health (2014) Clinical Placement capacity and offer of clinical placements for allied health Professions – A guide for Hospitals and Health Services. Accessed 4/6/15 More “Building and sustaining training in WA”

4. Capacity for Students Capacity may be considered at the: • Individual / personal level • Department / unit / health team level • Hospital / health service level “Building and sustaining training in WA”

5. Personal Supervision Capacity Building A number of resources have been developed for both online access and face to face professional development to facilitate individual capacity to support clinical placements in health services. • On Track – WA Health online training modules with a particular focus on rural and remote or small service organisations. Modules can be completed individually with most modules taking between 30-60 minutes to complete in full. • Supporting Health Students in the Workplace – Tasmanian clinical supervision learning package for health professionals • Teaching on the Run – face to face workshops for health professionals to incorporate good clinical teaching and supervision while ‘working on the run’ • Register with WA Clinical Training Network for supervision training sessions • Contact your university school or department “Building and sustaining training in WA”

6. Capacity at Department/ Team Level Similar barriers appear to restrict capacity for student placements for both profession-specific and interprofessional learning opportunities in health organisations.* The WA CTN report found that capacity issues for IP placements clustered within four main categories*: • Supervision Capacity • Clinical Load Capacity • Infrastructure Capacity • Allocation Planning *See WA CTN Report More “Building and sustaining training in WA”

7. Team Supervision Capacity • Supervision knowledge and skills • Clinical experience • Interprofessional experience • Supervision training & experiences • Profession specific • Interprofessional facilitation / mentoring • Supervisor time/ funding allocations – lack of time or FTE to support placements • Fluctuating staffing levels • High staff turnover “Building and sustaining training in WA”

8. Team Clinical Load • Lack of a suitable client’s for students • Variable numbers • Variation in point(s) on the clinical pathway that can be experienced • Complex clients • Clinical knowledge and rapid decision making • Safety of students • Cultural safety for families • Negative student judgements / assumptions about non-clinically specific placements “Building and sustaining training in WA”

9. Team Infrastructure Capacity • Lack of domestic accommodation for rural and remote placements • Lack of physical space • Lack of office / clinical area space • Limitation on number of students that can attend at one time • Restrictions on a student’s access to essential infrastructure e.g. cars • Lack of resources to be used by students while on placement (IT / assessment / therapy equipment etc.) “Building and sustaining training in WA”

10. Team Allocation Planning • Differing departmental placement strategies • Student allocations often made to a ‘department’ not a service team specifically • Teams report different departments had different strategies for allocating students - so a team may have students allocated by one department, but have a student from another profession who only sees part of the team as part of a broader rotation. • Placement length varied considerably between different professions resulting in different levels of exposure • Not all teams were aware of how to request a student • There was difficulty responding to student placement requests so far in advance • Teams reported that they made offers that were not filled which impacted on their plans/ intention for placements. “Building and sustaining training in WA”

11. What type of placement does your team have capacity for? • A team may have barriers to offering IP placements in some areas of capacity but also some supportive factors • The Placement Capacity Analysis Tool can assist teams to explore their capacity in more depth • This allows teams to consider what type of IP placement they may be best suited to trial as well as to plan for areas needing improvement to enhance placement capacity • Open the tool document to review with the next slides. “Building and sustaining training in WA”

12. Placement Capacity Analysis The tool is divided into two sections - exploring the two matrices of the IP Placement Design Framework Section A. The type of IP placement possible Section B. The scope of learning possible “Building and sustaining training in WA”

13. Placement Capacity Analysis Sample: Section A) Potential Placement Type “Building and sustaining training in WA”

14. Placement Capacity Analysis Sample: Section B) Potential Placement Learning Scope Take Action: Using the Placement Capacity Analysis Tool review your team’s capacity for different types and scope for student placements “Building and sustaining training in WA”

15. Capacity at the Health Service / Organisational Level As an interprofessional team it is important to reflect on the broader context you are working within and how well placements are supported across the organisation. One example of a organisational level analysis is the Victorian Health developed framework to support overall organisational change for clinical placements – the Best Practice Clinical Learning Environment Framework (BPCLE) State Government Victoria (2013) The Best Practice Clinical Learning Environment Framework, Department of Health More “Building and sustaining training in WA”

16. Four Quadrants of Design This concludes the Capacity Module. We recommend exploring the Preparation module next when you return to the toolkit home page. Module: Opportunity Are we a team that can offer IP 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”