Griffith Health IPL Activities in the School of Applied Psychology

1. Griffith Health IPL Activities in the School of Applied Psychology Associate Professor Shirley Morrissey School of Applied Psychology GriffithUniversity

2. What is this thing called IPL? Interprofessional education occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care1 Centre for the Advancement of Interprofessional Education, 2002

3. Griffith Health IPL Framework • Devised through an interprofessional collaborative process in 2011 • Aims to have all health professional graduates from Griffith University competent for interprofessional collaborative practice by the end of 2014 • 10 threshold learning outcomes that all health professional graduates will need to achieve • Three phases of learning activities

4. 3-phase pedagogy Phase III: Real patient or client care IPP experience Phase I: Health professions literacy Phase II: Simulated IPP experience ProfessionalRegistration Health professional program

5. 3-phase pedagogy Phase I • Aimed at students gaining foundational ‘health professions literacy’ = an understanding of the history, theoretical underpinnings, philosophy, roles and contributions of the major health professions, including participants' own • Does not necessarily have to be learnt interprofessionally • E.g. Video-based online learning package for use in 1st year, embedded in a compulsory course such as abnormal psychology, or in a professional practice course

6. Current opportunities for IPL for Psychology students

7. 3-phase pedagogy Phase II • Simulated interprofessional practice experience, with learning supported by critical reflection • Shared communications skills workshops utilising live simulated patients and clients • CLEIMS 4: simulated patients • Preparing students for multidisciplinary mental health workshops (small group and video based activity) -teams of students working together.

8. Current opportunities for IPL for Psychology students

9. Phase III • Real patient or client care interprofessional collaborative care experience • Best learnt from working in a interprofessional student service team • Examples around the world, including … • Recent pilot in Adult Community Health in GCHHSat Robina Health Precinct

10. Current opportunities for IPL for Psychology students

11. Phase 2: Preparation for Multidisciplinary Mental health practice workshops Cross-disciplinary or Interprofessional education (CDE/IPE) Academic disciplines that form an important cross-disciplinary area and provide opportunities for educators to model respect for other disciplinary perspectives Interprofessionallearning (IPL) opportunities for students to learn with, from and about each other Multidisciplinary mental health practice (MD MHP) Opportunities for students to focus explicitly on the processes and functions of working in multidisciplinary teams

12. Learning Outcomes Demonstrate understanding and skills for working in a multidisciplinary mental health setting Display professional attitudes for working in a multidisciplinary mental health setting Develop awareness of interpersonal and communication factors necessary for a well functioning team These are consistent with the Griffith IPL Framework threshold learning outcomes: describe the roles, responsibilities, practices and expertise of effective members of their own profession (TLO # 4) describe the roles, practices and expertise of effective members of each of the other major health professions (TLO # 5) recognise and challenge stereotypical views in relation to the roles, practices and expertise of particular health professions in their own thinking and in the communication of others (TLO# 6)

13. Teaching/learning together activities • Activity 1: self assessment • Activity 2: POEM • Activity 3: Introducing Peter and Julie • Activity 4: Introducing the multidisciplinary team • Activity 5: Consumer and carer perspectives • Activity 6: Home visit – analysing communication (1) • Activity 7: Medication – analysing communication (2) • Activity 8: Ethics and National Practice Standards • Activity 9: Consumer stories • Activity 10: Developing an integrated care plan • Activity 11: Self care • Activity 12: Developing own POEM • Placement workbook activities • Reflective journal • Explicit learning goals for multidisciplinary mental health practice

14. POEM • In small groups – what do you know about the philosophies, ontology, epistemology and methods of own and other disciplines? • Philosophy: or historical background for each discipline • Ontology: how members of the specific discipline join with the client on their journey with mental illness • Epistemology: theory or grounds for what knowledge is necessary to practice • Methods: used when working with clients

15. Process • Between 10 and 22 students in a group from at least 3 disciplines (psychology, social work, nursing or medicine) • Small group activity – and feedback to larger group • Series of DVD clips of a client entering the mental health system and his journey through the system and discussion activities in groups • Focus is on the mental health team, on poor communication, on negative stereotypes, on a lack of team work, and on poor coping strategies. • Since 2010 approximately 200 students have completed these workshops

16. Student quotes • “Was good to get a perspective of what other professions do” • “Upon reflection I knew much less about the other professions that I first thought” • “It was very helpful to talk and discuss the difference in different disciplines and to be able to question the members in person…”

17. Student quotes • “I learned that is important to communicate with teams and to be respectful of each others’ role and discipline” • “Gained understanding that each profession plays a unique role and even though they may hold different values/philosophies, they complement each other and aim to work towards the best interests of the clients”.

18. Student quotes • “engaging with and learning from other disciplines was very valuable” • “As a general comment about the workshop, I think it would be especially helpful as part of the prac preparation that social work students have to undertake before placement. The workshop helped to articulate the roles of the multi-disciplinary team” • “Very worthwhile, the content included lots of material in an effective way”

19. Phase 3 activities for Psychology students • At the moment limited to our postgraduate students in clinical psychology • Already participate in multi-disciplinary practice settings,but until 2012 without a reflection on the interprofessional practice • Now need to reflect on the relationships between their peers and colleagues, and the well functionning or otherwise of the Interprofessional team.

20. What’s next? • Embed phase 1 activities in undergrad program: • Make 1205MED compulsory for all 1st year psychology students? • 2nd year health psychology course beginning in 2015 – make health fusion challenge an assessable activity in this course? • Develop opportunities for 4th year psychology students (pre-professional students) in phase 2 activities • Considering the Communication Skills workshops • Work integrated practical component…? IPP possible? • Competency assessment for postgraduate students? • Research data! Write our experiences up! • Good Practice Guide to IPL in Psychology?

22. Griffith Health IPL TLOs • articulate the purpose for effective interprofessional practice, in relation to optimisation of the quality, effectiveness and person-centredness of health and social services, in order to assist patients and clients to maximise their health and wellbeing • work effectively in a team, both in the role of team member and of team leader • describe the potential barriers to effective teamwork and strategies through which they may be overcome • describe the roles, responsibilities, practices and expertise of effective members of their own profession • describe the roles, practices and expertise of effective members of each of the other major health professions • recognise and challenge stereotypical views in relation to the roles, practices and expertise of particular health professions in their own thinking and in the communication of others Upon graduation, Griffith-trained health professionals will be able to:

23. Griffith Health IPL TLOs • express their professional opinions competently, confidently and respectfully to colleagues in any health profession • listen to the opinions of other health professionals effectively and respectfully, valuing each contribution in relation to its usefulness for the patient, client or community concerned, rather than on the basis of the professional background of its contributor • for individual level care: • synthesise the input of multiple professional colleagues, together with the beliefs, priorities and wishes of the patient or client and their significant others, to reach consensus on optimal treatment, care and support and how it should be provided, while for community level health activity: • synthesise the input of multiple professional colleagues, together with the values and priorities of the community concerned, to reach consensus on optimal interventions and how they should be implemented • reflect critically and creatively on their own performance in health professional team settings. Upon graduation, Griffith-trained health professionals will be able to: