Interprofessional dimensions to Higher Education Practice: Getting closer to communities

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Interprofessional dimensions to Higher Education
Practice Getting closer to communities
Professor Debra HumphrisDirectorHealth Care
Innovation UnitUniversity of Southampton, UK
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University of Southampton

• Founded in 1862, own Charter since 1952
• 20,000 students, 2,000 international students,
  from over 100 countries
• 7th largest HEFCE QR grant (05/06)
• 5/5 grade in 24 of 34 subjects

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Background

• Long tradition in the University of Southampton
  of working across health social care
• New Generation Project DoH Leading Edge site
  for undergraduate change
• Corporate commitment to IP learning Learning
  Teaching Enhancement Strategy
• Wider policy context
• HEFCE Centre for Excellence in Learning and
  Teaching

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Interprofessional drivers
Learning from the past, working differently
One of the most effective ways to foster an
understanding about and respect for various
professional roles and the value of
multi-professional teams is to expose medical and
nursing students, other healthcare professionals
and managers to shared education and training
The Report of the Bristol
Inquiry, Para 18
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Interprofessional drivers

• Recommendation 14 The National Agency
  for Children and Families should require each of
  the training bodies covering the services
  provided by doctors, nurses, teachers, police
  officers, officers working in housing
  departments, and social workers to demonstrate
  that effective joint working between each of
  these professional groups features in their
  national training programmes.
  
  paragraph 17.114

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The New Generation Project
Widening access and entry
New pathways partners
Developing an interprofessional Common Learning
Programme
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Inter Professional Learning Units
Yr 1
Yr 2
Yr 3
Yr 4
Yr 5
3 Year Programmes Midwifery, Nursing,
Occupational Therapy, Physiotherapy, Podiatry,
Radiography and Social Work
4 Year Programmes Audiology, Medicine (BM4),
Pharmacy
5 Year Programmes Medicine (BM5)
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The New Generation Project

• Eleven pre qualifying professions (Audiology,
  Nursing, Medicine, Midwifery, Occupational
  Therapy, Physiotherapy, Podiatry, Pharmacy,
  Radiography (diagnostic) Radiography
  (Therapeutic) Social Work
• Small group model of learning (10)
• 1500 students per academic year
• Practice settings with Health and Social Care
  employers across Hampshire

• Unit 1 - Collaborative Learning
• Unit 2 - Inter-professional Team Working
• Unit 3 - Inter-professional Development in
  Practice

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The Regulators
Department of Health Regulatory Unit
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Model of Learning
Guided Discovery Learning
Collaborative Learning
Facilitated Collaborative Learning
Inter-professional Learning
OHalloran, Hean, Humphris Macleod Clark (2006)
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Centre for Excellence in Teaching Learning
Recognise reward excellence in
inter-professional teaching Develop
inter-professional learning to support workforce
development in the areas of Children Families
services and services for people with long term
conditions Work in partnership with the NHS,
Social Services, Education Services, FECs, HEIs
and the wider CETL community. Create a dynamic
Learning Hub at the heart of the
CETLIPPS Exploit the academic synergies in
education and research across the University
focusing on knowledge transfer into the practice
of public services
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• Working with Southampton City Council Childrens
  Services and Learning Directorate
• Targeted specifically to address Every Child
  Matters
• Delivering CPD for senior managers within
  integrated children's services (Education, Social
  Care, Health)
• Pedagogical research
• Exiting workforce supporting culture for new
  practitioners

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Challenges of function and form

• Function
• Creating practitioners fit for the future, with
  the skills to work in effective multi
  professional teams

• Form
• How do we continue to evolve the curriculum in
  an inclusive and relevant way?
  Implications for organisational form within
  Universities Critical relationships with
  practice

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requisite variety
..equilibrium is in fact a precursor to death,
being a state in which a living system is less
responsive to changes occurring around
it. Pascale (2000)
The law of requisite variety
The survival of any organism depends on its
capability to cultivate (not just tolerate)
variety in its internal structure Pascale (2000)