Contexts and reflections Colin Whittington Judith Thomas Anne Quinney Accessing the resources AQ, JT, CW with Dominic King Discussion JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 1 JSWEC workshop experiences of developing the IPIAC e-learning resource

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 2 IPIAC: contexts Dr Colin Whittington

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 3 Contexts the ‘subject’: why focus on IPIAC? the IPIAC ‘knowledge’ base our resulting stance and types of learning objects (LOs)

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 4 The ‘subject’: why IPIAC? initial SCIE brief: LOs on “interprofessional working” for social work/social care i.e. focus on practitioner collaboration practitioners are mostly agency-based agreed our focus on –interprofessional and inter-agency collaboration (IPIAC) agreed dual purpose of LOs to assist in –exploring the nature of IPIAC –improving IPIAC practice

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 5 The “knowledge” base 1 ‘focus’ + ‘purpose’ determined the knowledge base: policy and practice of collaboration challenge: no single paradigm or unified knowledge base different ‘bodies of evidence’ or perhaps ‘bodies of discourse’ (Nutley, 2004)

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 6 The “knowledge” base 2 knowledge/discourses not on a single dimension knowledge relevant to our task included: –know-about –know-what (works) –know-how –know-who –know-why (Ekblom in Nutley 2004) also into the mix: knowledge bases of project colleagues at SCIE and EPIC

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 7 Resulting stance and types of LO liberal but not radical assumes professionalised public services… but emphasis that IPIAC –is a means not end –must be service user/carer-centred –has ‘their’ qualified support negotiated, topics-based LOs vary –in IPIAC emphasis –from introductory to more advanced –service user scenarios –service policies common message/values: “collaboration is necessary and desirable”

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 8 IPIAC: Reflections 1 Judith Thomas Principal Lecturer University of the West of England, Bristol Faculty of Health and Life Sciences

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 9 The development process Authors generating initial ideas Initial scoping of each LO to cover –Learning outcomes –Why important –Possible coverage/approach Structure/plan for LO – crucial stage but…. Writing text – how much? Power point – text and treatments e.g. audio, video, quiz, learner activities Ongoing consultations with each other SCIE and EPIC

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 10 Moving Glyn’s team forward Group and Team Development Glyn’s team doesn’t function well. What do you think he could suggest to help his team move forward? Select as many options as you think apply then click confirm 0 Have an ‘away day’ with an outside consultant 0 Develop a team mission statement 0 Include an agenda item on team development 0 Set up a regular timeslot in team meetings for each member to talk about an aspect of their work Confirm All these strategies could help move Glyn’s team forward. The support of the team manager would be important but team members can also instigate change. Glyn mentions that he is developing a good working relationship with the OT and the psychologist was responsive when Glyn discussed a meeting where he felt she was taking over. So Glyn could share his concerns with these colleagues and ask for their support to bring concerns to a team meeting. Next time Glyn is chairing the team meeting he could include an agenda item on team working and use some time for the team to reflect on how they work together and to identify some ways forward. However, if Glyn’s team manager does not support the team in moving forward this is likely to create significant difficulties. (See Garrett and Lodge 2008 for more ideas and click the read more button for more information on leadership) Read more Example of ‘treatment’

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 11 The development process (continues..) Peer reviewed (external and internal) Revisions and re-writing – often quite substantial Building the LO – EPIC with SCIE with us – Creating interactive aspects – Matching text and images – Required some reworking/ reorganisation of text Aplha review, revisions and editing Beta review, revisions and more editing 80% of work done in 20% of time

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 12 Different types of team Listen to Glyn talk about his experience of working in a CRT Click each point below to find out more. Who is his team made up of? Why was this type of team created? er Team room 1 – shared by social worker, OT, psychologist, learning disability nurses and administrator. ‘Hot desk’ for linked psychiatrist Team room 2 – shared by social workers, OT assistant, learning disabilities nurse and administrator Large room Small meeting room Consulting room – this could have a bed in it This illustration would not be appropriate but image needs to convey that people accessing this team would be able to see many different professionals rather than needing to visit different buildings or departments. Team managers room Collective Responsibility Teams – (CRT)

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 13

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 14

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 15 Difficulties of Image not being Displayed with Explanatory text

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 16 Reflections Much more challenging than writing a lecture, article or book! Be very clear about structure Make clear distinctions between key ideas or concepts and interesting background information so that developers know what to prioritise Be prepared to engage in iterative learning W7R or 8Rs - write, rewrite, rework, revise, revisit, relapse, revive and RELEASE!

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 17 IPIAC: Reflections 2 Anne Quinney Senior Lecturer Social Work Bournemouth University School of Health and Social Care

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 18 Creative possibilities v practical realities There was a tension between these two dimensions. Whist excited to be working face to face in collaboration with artistic designers and developers, the reality was somewhat different – and we met the developers twice. Based on a desire to enhance and transform learning I had what proved to be rather adventurous ideas based on detailed visual treatments that proved too ambitious, but were often able to be scaled down.

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 19 For example … In the learning resource that explores Working together to assess needs, strengths and risks a scenario involving persisting to reach another professional (a teacher) by phone was suggested but proved too complex to develop. It was conceded that learners would be ‘put off’ by hearing an answer-phone message asking them to try again later, and to finally make contact on the third attempt.

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 20 Creative possibilities v practical realities The idea of a the strong visual impact of a town map with people and places located in it proved to be possible, though in a less ambitious way than imagined, and representing a family member who lived in another country also proved challenging. (see Working together to assess needs, strengths and risks to find out what the solution was).

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 21 Some learning points for designing for e-learning Whilst creative and artistic ideas might seem to be a vehicle to achieving enhancement of learning (providing something different) and transformation of learning (doing something that would not otherwise be possible) this has to be balanced with the cost and time implications of translating these ideas into learning activities or on-screen visuals.

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 22 In summary This was an exciting and illuminating and at times frustrating process, in which the team members (the subject experts, the developers and the commissioners) learnt to work collaboratively whilst being located in different places and in different organisations – a strong parallel with the subject matter of the learning objects. We hope the learning resources will prove useful in teaching about collaboration in social work – you now have the opportunity to access the learning resources in advance of their official launch at this conference.

JSWEC July 2009 Interprofessional and inter-agency collaboration (IPIAC) 23 IPIAC e-learning resources Introduction to IPIAC Professional identity and collaboration Building relationships, establishing trust and negotiating with other workers Working together to assess needs, strengths and risks A model of practice and collaboration Working collaboratively in different types of teams The practitioner, the agency and inter-agency collaboration Key policy and legislation…an IPIAC timeline