CIPHER-MH CIPHER-MH (Consortium for Inter Professional Health Education and Research in Mental Health) Dr. Cheryl Forchuk, Dr.Evelyn Vingilis, University of Western Ontario PROJECT SUMMARY: This project will bring together faculty members and students from the UWO Schulich School of Medicine, including psychiatry; Faculty of Health Sciences including Nursing, OT, PT; School of Social Work; Department of Psychology; community agencies, and clients to introduce, develop, monitor and evaluate changes in Inter Professional education and practice. PROJECT PARTNERS: UWO:  Schulich School of Medicine & Dentistry (includes psychiatry)  Faculty of Health Sciences (OT, PT, Nursing)  School of Social Work  Department of Psychology  Consortium of Applied Research and Evaluation in Mental Health (CAREMH)  Community University Research Alliance (CURA) on Housing and Mental Health COMMUNITY PARTNERS:   Victorian Order of Nurses (VON)  Canvoice, Mission Services  Women’s Community Housing  Salvation Army, London Housing  Intercommunity Health  City of London, Housing Division PROJECT OBJECTIVES: PROJECT OBJECTIVES: The overall project goal is to facilitate Inter Professional collaborative mental health care in both education and practice settings, while augmenting the work toward provincial priorities such as mental health care reform, care of the homeless, and development of Local Health Integration Networks. This will be achieved by:  Socializing faculty, students and practitioners in client centered Inter Professional collaborative practice focusing on mental health services to vulnerable populations  Stimulating networking and sharing of best education approaches  Increasing the number of educators and health professionals trained in Inter Professional collaborative practice PROJECT ACTIVITIES: PROJECT ACTIVITIES: The project activities and deliverables include:  Retreats for students, community partners, consumers, and faculty  Workshops and simulation exercises for students  Online modules for self-directed problem-based learning  Development of a curriculum that teaches Inter Professional collaborative care  Team collaboration in community settingsEVALUATION:  Formative evaluation will include assessment of program processes, using quantitative and qualitative measures along the project’s duration.  When possible, data collection will be integrated with assessment of learning by participants in the various project activities. In this very short time frame for program development and implementation, only shorter term outcomes and impacts can be reasonably expected.  The evaluation will inform program development and implementation for continuous quality improvement. Qualitative Evaluation: Focus Groups (students, faculty, community partners)  To obtain qualitative data on: (a)What constitutes Inter Professional collaborative practice?, (b)Attitudes toward Inter Professional learning about health teams, (c)Barriers, facilitators and strategies for achieving practice within interdisciplinary collaborative teams. Quantitative Evaluation: Brief Surveys (perceptions, level of awareness of IP) Standardized Surveys (e.g. TUTOR-PHC Team Climate Inventory) ANTICIPATED RESULTS: To create a sustainable infrastructure and curriculum to support Inter Professional education and practice through training faculty, students and community partners including services to the homeless and other disadvantaged groups. DESD RESULTS (Outputs,Outcomes & Impact) 1. Socialize health care providers in working together 2. Instill requisite competencies for collaborative practice 3. Promote client centered collaborative teamwork COMMUNITY NEEDS/ASSETS 1.UWO has teaching and research programs in medicine including psychiatry, nursing, OT, PT, psychology, social work 2.CAREMH and CURA successful IDP* research collaboration 3.Community partners 4. Teaching modules available 5.New clinical skills facilities 6.Standardized patient program 7.Health Zone initiative in Nursing PROBLEM OR ISSUE Complexity of mental health needs requires Inter Professional skills and integrated teams to provide range of services. Focus on client centered care requires collaboration among Inter Professional teams. Pre-and post licensure education does not currently provide training for ICP. INFIAL FACTORS Kirby/Romanow report calling for change Organizational Structuralism Power imbalances Role valuing, socialization, clarification Trusting Relationships Team Effectiveness Team outcomes ASSUMPTIONS 1. Workshops 2. Simulated practice 3. Community practice 4. Self-directed problem-based learning will encourage success of team collaboration. **IPC—Interprofessional collaboration STRATEGIES Faculty conference to discuss strategies and develop road map. “Lab” days to enhance discussion of issues. Self-directed participatory student team projects. Prepare educators, students and practitioners for ICP* CONCEPTUAL FRAMEWORK OR LOGIC MODEL FOR CIPHER-MH