Unit 1: Inter-professional and Adult Learning

1
Unit 1 Inter-professional and Adult
Learning

• Aim
• Explore the concept of inter-professional
  learning
• Provide an overview of adult learning and its
  application within practice
• Learning outcomes
• Describe the key elements of inter-professional
  learning
• Discuss the benefits and challenges of
  inter-professional learning
• Describe key elements of adult learning theories

2
Group introductions

• Reason for attending course
• Icebreaker
• Experiences of inter-professional learning
• Ground rules
• Review of aims and learning outcomes

3
Inter-professional Education Centre for the
Advancement of Interprofessional Education(CAIPE)

• "Inter-professional education occurs when two or
  more professions learn with, from and about each
  other to improve collaboration and the quality of
  care" (CAIPE 2002).
• CAIPE uses the term "inter-professional
  education" (IPE) to include all such learning in
  academic and work based settings before and after
  qualification, adopting an inclusive view of
  professional.  
• www.caipe.org.uk/resources/principles-of-interprof
  essional-education/

4
Context

• Modern healthcare often provided by a variety of
  disciplines working together
• Therefore, at least some our professional
  development and learning should be experienced
  together
• Potential for inter-professional to improve
  collaborative working through shared learning
• Extreme consequences of situations where
  professions do not collaborate have been
  highlighted in recent years

5
Principles of Inter-professional Education
(CAIPE)

• Values
• Respects individuality, difference and diversity
  within and between professions
• Sustains the identity and expertise of each
  profession
• Process
• Encourages student participation in planning,
  progressing and evaluating their learning
• Enables the professions to learn with, from and
  about each other to optimise exchange of
  experience and expertise
• Outcomes
• Engenders interprofessional capability
• Enhances practice within each profession
• www.caipe.org.uk/resources/principles-of-interpr
  ofessional-education/

6
Group Discussion

• What are the benefits of IPL and to whom?
• What challenges does IPL bring and for whom?
• Thinking about inter-professional learning you
  have delivered or experienced why did it go
  well or badly?
• Group consensus of key elements of IPL

7
What is Learning ?http//www.learningandteaching.
info/learning/whatlearn.htm

• What is taught is not the same as what is
  learned.

8
We all see things differently
9
We are organised differently

10
We go about doing things differently
but usually end up in the same place
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This is because our brains are wired-up in a
way which is unique to us and our experiences!
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Theories of Learning-Humanistic

• Focus on adult learning
• Value driven
• Natural desire to learn
• Learners are empowered and have control over the
  learning process
• Teacher relinquishes authority and becomes a
  facilitator

13
Pedagogy and Andragogy
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Adult Learners(Brookfield 1986)

• Not beginners in a continuing process of growth
• Bring a package of experiences and values each
  unique
• Come to education with intentions
• Bring expectations about the learning process
• Have competing interests the realities of their
  lives
• Have their own set patterns of learning

15
Key Features of Productive Adult Learning (
Rogers 2001)

• Conducive climate established
• Learning activities relevant to circumstances
• Learners past experiences used in process
• Engagement of learner in design of process
• Encourage learner to be self-directed
• Educator facilitative rather than didactic
• Individual learners needs and styles taken into
  account
• The purpose of adult education is to help them
  to learn, not to teach them all they know and
  thus stop them from carrying on learning.Rogers
  2001

16
Andragogy (Knowles 1978)

• Adults
• need to know why they need to learn
• need to learn experientially
• approach learning as problem solving
• learn best when the topic is of immediate
  value

17
Andragogy (Knowles 1978)

• Instruction for adults needs to focus more on the
  process and less on the content being taught.
• Strategies such as case studies, role playing and
  self evaluation are useful.
• Instructors adopt role of facilitator or resource
  rather than lecturer

18
Adult Learning-Motivation

• Intrinsic motivation
• doing something for its own sake
• enthusiasm, commitment, desire
• Extrinsic motivation
• doing something for some other reason in order
  to gain award or avoid negative consequences
• co-operates

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Types of learning

• Surface Learning
• Learning by rote and memorising facts without
  necessarily putting into perspective and often
  imposed
• Deep Learning
• Understanding meaning, interactive with content,
  relates to new ideas and builds on previous
  knowledge and relates to evidence and logic
• Strategic
• Learning for exams. Finds out how to answer
  questions in order to plan how to pass.

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Levels of motivation (Maslow 1987)http//www.lear
ningandteaching.info/learning/motivation.htmLevel
s of Motivation
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Educational Hierarchy

• AUTONOMY Confident in self and able to take
  control of own learning, job direction, other
  interests etc.
• SELF ESTEEM Comfortable with developed registrar
  status and copes with uncertainty, has balance
  between professional
  and private life etc.
• RECOGNITION Copes with criticism, looks for new
  ideas and
  experiences, confidence increasing in softer
  GP topics etc.
• CONFIDENCE Increasingly able to work with team,
  deal with social
  issues, needs assess and bonds with trainer etc.
  
• SAFETY Asks for help, increasingly competent
  with basics,
  benefits from trainers help and support
• SURVIVAL Getting bearings and learning basics
  whilst
  identifying own personality etc.

22
The Process of Transitionhttp//www.businessball
s.com/freepdfmaterials/processoftransitionJF2012.p
df
23
Group Discussion

• How do these theories relate to you as a learner
  and to the learning environment?
• How do you create a positive learning
  environment?
• What other theories do you like or use?
• How are these theories useful and how can we
  apply them ?