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About
IPE
The overall aim of this work is to assist students
to gain understanding of the roles of other members of
the interprofessional
health and social care team, not only in terms of the management
and delivery of
patient/client care, but also to understand the
roles of the health and social care team from a patient or
client’s
perspective.
What is Interprofessional Education?
"Interprofessional education/training" describes those occasions
when two or more professions learn with,
from and about each other
to improve collaboration and the quality of care. (Freeth, D et
al (2005)
Effective Interprofessional Practice: Development,
Delivery and Evaluation.Oxford: Blackwell
Publishing Ltd.
Background to Interprofessional Education (IPE)
Interprofessional working and learning is one of the key new drivers
of modern healthcare and is
considered by all the professional bodies
as being essential to promoting more effective patient/client
care.
There also is no doubt that some of the motivation for change arose
from nationally reported
tragedies such Bristol (Kennedy, I., 2002.
Bristol Royal Infirmary Inquiry. London. Stationary Office:
Bristol
Inquiry) and Climbié (Lord Laming, 2003.
The Victoria
Climbié Inquiry. London: The
Victoria Climbié Inquiry.). However, teams and
teamworking
have been an integral part of healthcare activities since healthcare
became professionalized.
The current considerations toward improving
our understandings of, and promotion toward, effective
teams and
teamworking is merely a reflection of the drive toward making explicit
our ‘good practices’,
that we might utilise them to
their full benefit, and, conversely, understanding ‘poor performance’,
how it
arises and how to remove it wherever it appears.
What is IPE for?
Hugh Barr, a prominent commentator in the interprofessional education
field, noted that ‘interprofessional
education was conceived
as a way of overcoming ignorance and prejudice amongst healthcare
and social
care professions. By learning together the professions
would work more effectively together and thereby
improve the quality
of care for patients. They would understand each other better, valuing
what each
brought to collaborative practice whilst setting aside
negative stereotypes’ (Link
- Page 10)
Interprofessional education has now become embedded in professional
healthcare: For example, the
Department of Health (DoH) asks for
training to be ‘genuinely multi-professional’ to promote:
teamwork; partnership and collaboration between professionals, agencies
and patients; skill mix and
flexible working; opportunities to switch
training pathways [and to create] new types of workers’.
(Link
- Page 7) Also, the General Medical Council (GMC), in its document
Tomorrow’s Doctors,
requires all undergraduate curricular to prepare students for teamworking (Link).
What do we want to achieve?
The aim of interprofessional education within City and Queen Mary,
at undergraduate/pre-registration
level, is to produce naissant
practitioners who understand the roles and responsibilities of other
members of multidisciplinary teams and are able to work collaboratively
and effectively as a member
of such teams.
Learning Outcomes:
By the
end of the programme, health and social care students will: -
• Understand
theoretical principles of team working and collaboration.
• Be able to communicate appropriately with members of the
multi disciplinary team, demonstrating an
understanding of the language
of different healthcare professions.
• Understand the different roles and responsibilities, values,
and professional accountability of health and
social care workers
in meeting needs of patients and clients.
• Be able to work in a team, and through reflection to understand
how to work effectively in a
multidisciplinary team.
• Effectively participate in a multidisciplinary team meeting.
• Understand the processes by which differing professions
make decisions about patient
care/treatment.
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