Interprofessional dimensions to Higher Education Practice: Getting closer to communities Professor Debra Humphris Director Health Care Innovation Unit University of Southampton, UK

University of Southampton Founded in 1862, own Charter since ,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

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

Interprofessional drivers ‘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 Learning from the past, working differently

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

The New Generation Project Widening access and entry New pathways & partners Developing an interprofessional Common Learning Programme

Inter Professional Learning Units Yr 1Yr 2Yr 3Yr 4Yr 5 3 Year Programmes: Midwifery, Nursing, Occupational Therapy, Physiotherapy, Podiatry, Radiography and Social Work KeyProfession specific learningLearning in CommonInter-professional learning 4 Year Programmes: Audiology, Medicine (BM4), Pharmacy 5 Year Programmes: Medicine (BM5)

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

The Regulators Department of Health Regulatory Unit

Model of Learning Guided Discovery Learning Collaborative Learning Inter-professional Learning Facilitated Collaborative Learning O’Halloran, Hean, Humphris & Macleod Clark (2006)

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 CETL:IPPS Exploit the academic synergies in education and research across the University focusing on knowledge transfer into the practice of public services

 Working with Southampton City Council: Children’s 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

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

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)