Margo Brewer

An Australian hospital-based student training ward delivering safe, client-centred care while developing students' interprofessional practice capabilities.

Abstract Royal Perth Hospital, in partnership with Curtin University, established the first interprofessional student training ward in Australia, based on best practice from Europe. Evaluation of the student and client experience was undertaken. Feedback from all stakeholders was obtained regularly as a key element of the quality improvement process. An interprofessional practice program was established with six beds within a general medical ward. This provided the setting for 2- to 3-week clinical placements for students from medicine, nursing, physiotherapy, occupational therapy, social work, pharmacy, dietetics and medical imaging. Following an initial trial, the training ward began with 79 students completing a placement. An interprofessional capability framework focused on the delivery of high quality client care and effective teamwork underpins this learning experience. Quantitative outcome data showed not only an improvement in students’ attitudes towards interprofessional collaboration but also acquisition of a high level of interprofessional practice capabilities. Qualitative outcome data from students and clients was overwhelmingly positive. Suggestions for improvement were identified. This innovative learning environment facilitated the development of the students’ knowledge, skills and attitudes required for interprofessional, client centred collaborative practice. Staff reported a high level of compliance with clinical safety and quality.

A scoping review to understand “leadership” in interprofessional education and practice

ABSTRACT This scoping study examined how “leadership” is referred to and used in interprofessional education and practice. A total of 114 refereed articles were reviewed to determine how leadership is defined, conceptualised, and theorised. The review also examined what capabilities were identified for effective interprofessional leadership. The majority of papers were empirical studies undertaken by researchers based in North America. The majority of articles did not refer to a specific leadership approach, nor did they define, describe, or theorise leadership. Moreover, “leadership” capabilities were rarely identified. Articles generally focused on health practitioners and educators or students as leaders with little exploration of leadership at higher levels (e.g. executive, accrediting bodies, government). This review indicates the need for a more critical examination of interprofessional leadership and the capabilities required to lead the changes required in both education and practice settings. The goal of this article is to stimulate discussion and more sophisticated, shared understandings of interprofessional leadership for the professions. Recommendations for future research are required in both education and practice settings.

Interprofessional Practice-Based Education

All pre-licensure education courses for the health professions prepare their students for practice. Most complement practice learning in the classroom with that on placement and sometimes in virtual learning environments, as other chapters explore. Many include interprofessional practice learning in one or more of those settings. Consistent with the title of this book, we use the term “interprofessional practice-based education” (IPBE).

Interprofessional team-based placements: The importance of space, place, and facilitation

ABSTRACT Interprofessional education in practice settings typically requires greater resource investment than in the classroom or online. Increased interest in return on investment means research on the outcomes of practice-based interprofessional education is needed. In this article, we report findings from a qualitative study involving a series of focus groups with health sciences’ students during their interprofessional placements in three community health settings in Western Australia. An exploratory case study approach was adopted to determine students’ perceptions of the placement and their learning. The presage–process–product (3P) model of learning and teaching was employed to illuminate to the nature of this interprofessional education experience. Verbatim transcripts were analysed by two researchers using an inductive approach to derive key themes. Findings illuminate a number of factors that strongly influenced student perceptions of their learning in interprofessional practice-based placements including a dedicated space to collaborate and learn; exposure to a wide range of professions in practice settings; the approach of the facilitators; and students’ previous clinical experience, year level and the timing of the placement. Students reported that the placement enhanced their knowledge, professional communication, leadership, understanding of other health professions and collaboration. This study provides contemporary insight into key factors that influence student learning during practice-based interprofessional placements.

Interprofessional Education and Practice Guide No. 8: Team-based interprofessional practice placements

ABSTRACT Whilst interest in interprofessional learning (IPL) in practice contexts has grown in recent years, the complexities involved have led many universities to rely on IPL in the classroom, online, and/or simulated contexts. Curtin University’s Faculty of Health Sciences has successfully implemented a multi-award winning, large-scale Interprofessional Practice Programme. This programme, which began with five small pilots in 2009, provides team-based interprofessional practice placements for over 550 students from nine professions per annum. Drawing on both the literature and Curtin University’s experience, this Interprofessional Education and Practice Guide aims to assist university and practice-based educators to “weigh the case” for introducing team-based interprofessional placements. The key lessons learned at Curtin University are identified to offer guidance to others towards establishing a similar programme for students during their prequalifying courses in health, social care, and related fields.

Exploring the potential of a capability framework as a vision and “sensemaking” tool for leaders of interprofessional education

ABSTRACT Creating a vision (visioning) and sensemaking have been described as key leadership practices in the leadership literature. A vision provides clarity, motivation, and direction for staff, and is essential particularly in times of significant change. Closely related to visioning is sensemaking (the organisation of stimuli into a framework allowing people to understand, explain, attribute, extrapolate, and predict). The application of these strategies to leadership within the interprofessional field is yet to be scrutinised. This study examines an interprofessional capability framework as a visioning and sensemaking tool for use by leaders within a university health science curriculum. Interviews with 11 faculty members revealed that the framework had been embedded across multiple years and contexts within the curriculum. Furthermore, a range of responses to the framework were evoked in relation to its use to make sense of interprofessional practice and to provide a vision, guide, and focus for faculty. Overall the findings indicate that the framework can function as both a visioning and sensemaking tool.

The Evolution of Faculty-wide Interprofessional Education Workshops

The need for leadership at all levels of the academic setting has been espoused by many, including Schmitt and colleagues (2013). Academic leaders need to be informed, recognize the value of interprofessional education (IPE), and provide the resources and mechanisms required for successful sustainable IPE.

A University-Community Engagement and Leadership Model

Higher education institutions are increasingly asked to be more responsive to the needs of community and to ensure that graduates are truly work ready (Patrick et al., 2008; Samuels, 2012; Universities Australia, 2008). The Universities Australia position paper, A national internship scheme: enhancing skills and work-readiness of Australian university graduates (Universities Australia, 2008), called for collaborative action between universities, governments, industry, and community organizations to enhance the employability skills of graduates. Engagement through partnerships with the community has been shown to generate new knowledge and enhance the teaching and learning process (Bernardo et al., 2013). Such partnerships, if of sufficient quality, ensure that students have the opportunity to engage in authentic practice-based learning experiences where they can develop the capabilities to be ‘work ready’ (Barraket et al., 2009; Choy & Delahaye, 2009; Flemming, 2012; Orrell, 2011; Peach et al., 2012; Ure et al., 2009).

Creating change agents for interprofessional education and practice: a leadership programme for academic staff and health practitioners

Abstract Universities face increasing pressure not only to embed interprofessional education within health education curricula but also to prepare graduates as catalysts of change for interprofessional, team-based approaches to health care delivery. Currently, few leadership programmes exist that support the expansion of interprofessional education. This paper describes the development, implementation and evaluation of a leadership programme aimed to build faculty and health practitioners’ capacity to become change agents for interprofessional education and practice. The programme was delivered by two Australian universities, each in partnership with a local health care provider. A mixed method approach was adopted to measure participants’ pre- and post- knowledge, reactions to the programme, planned and reported behavioural changes, and organizational outcomes. The programme was positively evaluated and reported to increase participants’ understanding of interprofessional education and practice. Follow up with participants suggested the programme had facilitated the implementation of interprofessional education and practice in both academic and practice contexts.

Learning About Leadership and Collaboration in Interprofessional Education and Practice

This chapter explores leadership and collaboration in the context of interprofessional education and practice using the RESPECT Model (Croker, 2011). Leadership is an under-researched and ill-understood concept in the collaboration literature of healthcare practices. Interprofessional education and practice incorporates collaboration across the university and health sectors.