INTERPROFESSIONAL EDUCATION: A GUIDED ACTIVITY FOR MEDICAL AND NURSING STUDENTS ON CLINICAL PLACEMENT Professor Amanda Henderson Nursing Director, Princess Alexandra Hospital Griffith University, Queensland

Interprofessional learning and practice are important considerations in the education of health professionals. They can contribute toward effective communication and collaboration between health professionals and across many professional groups to provide services that better address consumer needs.

Key Premise Interprofessional education needs to be work integrated activity – when IPE becomes embedded in the practice of all health students then these are the behaviours that students are most likely to adopt.

Literature Our study Lack of senior management supportMet with senior management and local senior staff to access relevant populations, Spoke at meetings, delivered in-service presentations University curriculum & assessment structures, scheduling Identified common clinical placement times (this led to a short intervention) Financial restrictions Lack of suitable space Funding supported the employment of facilitators – challenge in how to ensure sustainability after project Early organisation re: room space Student stereotypesStudy design eg targeting students at undergraduate level, preparation of students prior to intervention and nature of group interaction intended to impact on stereotypes Poor leadership of teams; Effects of professional socialisation; Limited understanding of how to work together; Staff hospital structure Capacity building for staff – professional development prior to intervention Tension between professional-specific tasks and time for IPE IPE designed to augment their discipline – specific tasks Workload pressuresAdditional facilitator; capacity building / professional development o include strategies to manage students within existing workload

A workable solution flexible self directed activity

Developed a self directed workbook: Students talk to the patient Discuss the expected patient progress Share ideas about roles in this progress Facilitated reflection about learning through a facilitator

Student initiated learning  Different supervision models  Different placement models  Different frameworks to approach learning  The workbook was successful in finding common ground to initiate conversation

The value of the clinical facilitator The literature identifies that a clinical facilitator is a key success factor (however there is little empirical evidence around this) Qualities/skills of CF – communication, liaison, coaching, questioning.

 The key success evident through the survey data on completion of the activity and through the facilitators notes were an improved understanding of roles and how these roles complement each other

Sample comments Other disciplines have other perspectives and see things from a different view. It's good to hear it. A good learning experience. The more learning experiences you have the more confident you feel being able to communicate with other health care professionals. Program has brought to light the extent of miscommunication suffered by the patient due to the breakdown in communication between staff and amongst nursing staff and the treating medical team. It has made me realise that doctors are human also and very approachable. I did not gain any knowledge during this process that I didn’t already know about team roles.

Recommendations for the way forward Leadership at all levels Clinician involvement Relevant clinical activities Funding for facilitation