1. IPL from theory into practice: Tips and tricks Debra Humphris Professor of Health Care Development Health Care Innovation Unit University of Southampton

2. University of Southampton Founded in 1862, own Charter since 1952 20,000 students, 2,000 international students, from over 100 countries 7th largest HEFCE QR grant (05/06) 5/5* grade in 24 of 34 subjects

3. Workforce policy It seems likely that there will be major changes in the roles of different groups of workers and considerable scope for the health service to make better use of its most skilled workers. Although the number of health care professionals is important for the capacity of the system, arguably the way the workforce is used is even more important’ para 11.52 Securing our Future Health: Taking a Long Term View (Wanless 2001)

4. Tips and tricks  Provide clear strategic leadership  Have a vision of what you seek for your workforce

5. Workforce policy  Active approaches …in promoting greater integration across professional boundaries in policy making  …further develop inter/multi disciplinary training approaches

6. Relationship among core competencies for health professionals Employ evidence based practice Apply Quality Improvement Utilise Informatics Patient Centred Care Institute of Medicine 2003

7.  Provide leadership and encourage it at a range of levels  Create and communicate a vision for your organisation how will this focus on parents/clients, what will be the values that will under pin how staff should work together  Actively support local champions for change

8. Tips and tricks  Foster effective partnership between universities and industry

9. Tips and tricks  Health Workforce Education and Training Council  Universities can respond if they know what you seek  Practice based learning is the critical factor

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

11. 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  1500 students per academic year  Health and Social Care employers across Hampshire  Unit 1 - Collaborative Learning  Unit 2 - Inter-professional Team Working  Unit 3 - Inter-professional Development in Practice

12. Practice: The rate limiting factor Practice : the limit to growth and quality? Number of learners Practice learning requirements Modes of delivery Capacity of practice staff Structural and cultural factors

13. Tips and tricks  Commit to creating conditions to support effective interprofessional team work in your organisation  Continue to rethink the nature of the ‘work’

14. Effective health care teams (Borrill et al 2003) Teams that work well together are more effective and more innovative Multidisciplinary teams that work well together bring together alternative and competing perspectives which are carefully discussed and lead to better quality decision about patient care. Where more employees work in a team the death rate is significantly lower

15. Disruptions of health care professionals (Christensen et al 2000) New performance trajectory of disruptive technologies Performance trajectory of present technology (driven by sustaining innovations Time Performance Performance that patients need or can use

16. Disruptions of health care professionals (Christensen et al 2000) Self Care Specialist & Sub specialists Primary Care & Family Practice Nurse Practitioners Time Complexity of diagnosis and treatment Performance that patients need or can use

17. Intermediate Care Futures

18. Tips and tricks  Provide clear strategic leadership  Have a vision of what you seek  Foster effective partnership between University and industry  Commit to create conditions to support effective interprofessional team work in your organisation.  Continue to rethink the nature of the ‘work’

19. And the last words to an Australian …the healthcare workforce, ….is, frankly, more appropriate to the needs of the 19th than the 21st century. Training and work are in separate compartments, and work demarcations abound. Restrictive work practices and denial of career prospects, large central offices and shortages in critical areas are rife. There is little linkage between workforce plans (if they exist at all) and budgets, infrastructure planning and delivery of services. The labour market is supply-driven, with little effective linkage between the supply through training and educational institutions and the demands of a changing healthcare system. John Menadue (2004) Healthcare reform: possible ways forward