Interprofessional Learning Clinical Placement Toolkit

1. Module: Competencies What competencies could we offer and how? Interprofessional Learning Clinical Placement Toolkit “Building and sustaining training in WA”

2. Toolkit Structure Slides aim to be interactive throughout the toolkit, with the opportunity to explore and review elements in more depth as needed. Action buttons such as these will take you to a separate slide or to other documents and links. Return buttons allow you to navigate back to the slide you were on after looking into elements in more depth. Click the button if you would like to read more. More “Building and sustaining training in WA”

3. What are IP competencies? Interprofessional competencies are considered to be the knowledge, skills, values and attitudes needed by a healthcare professional to engage in collaborative practices. The term “competencies” is used to reflect that IP learning is a continuum of life long learning. Currently there is no national Australian competency framework. The Interprofessional Curriculum Renewal Consortium (2014) reviewed six IP competency frameworks showing significant overlap and some differences in expectations. Reference: The Interprofessional Curriculum Renewal Consortium, Australia (2013), Curriculum Renewal for Interprofessional Education in Health. Sydney, Centre for Research in Learning and Change, University of Technology, Sydney. “Building and sustaining training in WA”

4. Reference: The Interprofessional Curriculum Renewal Consortium, Australia (2013), Curriculum Renewal for Interprofessional Education in Health. Sydney, Centre for Research in Learning and Change, University of Technology, Sydney. page 39 Accessed here

5. How are IP competencies assessed? In the absence of a national competency framework in Australia, assessments of a student’s IP skills, knowledge and values have been developed based on university-specific frameworks or are aligned with the American or Canadian frameworks. “Formal” IP placements may have a particular assessment tool provided to measure student competency. However within this design framework, your team may need to decide the type of assessment you will include to embed IP learning in your student placements. “Building and sustaining training in WA”

6. Assessment decisions should be based on the degree of scope for IP learning at your placement Will a student on placement gain exposure to some elements of interprofessionality? Will they be immersed in it? Will they be able to demonstrate a degree of competence in some elements? “Building and sustaining training in WA”

7. How will we measure a student’s interprofessional learning? ICAR Interprofessional Collaborator Assessment Rubric (based on Canadian Framework) Interprofessional Competencies within Profession Specific Assessments ICAT Interprofessional Competency Assessment Tool (based on Curtin University Framework) More “Building and sustaining training in WA”

8. How will our team support student learning of IP competencies? There are different methods a team may select to support student learning of IP competencies while on placement. • Pre-placement preparation • Active Reflection • Mentoring • Facilitating “Building and sustaining training in WA”

9. Pre-Placement Preparation There are opportunities to provide pre-placement strategies that prepare students to enter the placement ‘aware’ and looking for IP learning moments. • Subacute Care Interprofessional Education orientation resource (SCIPE) • “All in it together” case example – setting the scene for IP practice for students More “Building and sustaining training in WA”

10. Active Reflection Active reflection is a powerful learning opportunity to embed into all student placements where some or many IP practices are in place. The WA CTN Interprofessional Learning tool has been adapted from the SCIPE Reflections tool for teams to incorporate into all student learning placements to ensure students are aware and learn from the collaborative practices they are being exposed to. “Building and sustaining training in WA”

11. Mentoring There is scope for a team member to take on a formal or informal mentoring role with students on placement within a team context. Mentoring as a role model for collaborative practice requires explicit discussion with students as IP learning opportunities arise in placement. More “Building and sustaining training in WA”

12. Facilitating More formalised interprofessional placements can establish a dedicated facilitator approach; “someone who embraces the notion of dialogue, is self-aware, learns with the team but is able to provide the appropriate learning resources and create and environment for effective interprofessional education” (Howkins & Bray, in Curtin University Interprofessional Practice Facilitators Guidelines (2014)) Facilitator approaches particularly support synchronised student placements where students from more than one profession participate in the placement at the same time. Curtin University Module 3 – Facilitating Interprofessional Education Practice outlines facilitator strategies and activities. More “Building and sustaining training in WA”

13. Make a Plan Have you identified some interprofessional competencies your health service already demonstrates during a student placement? How will you measure and report on a student’s interprofessional learning? What method will your team use to coordinate and support a student’s interprofessional learning? “Building and sustaining training in WA”

14. Four Quadrants of Design This concludes the Competencies Module. We recommend exploring the Capacity module next when you return to the home page. Module: Opportunity Are we a team that can offer IP learning experiences? Module: Competencies What competencies could we offer and how? Module: Capacity What type of placement can we offer? Module: Preparation What is our action plan and what support is available? “Building and sustaining training in WA”

15. Competency Frameworks in DepthClick on the green boxes below to open each framework document Curriculum Renewal for Interprofessional Education in Health, Final Report 2014 Section Three: Framework Summary National Interprofessional Competency Framework (Canada) Core Competencies for Interprofessional Collaborative Practice (US) Implementation Framework for Interprofessional Learning (Griffith Health) Interprofessional Capability Framework (UK) (no longer available) CanMEDS (Canada) Curtin University Interprofessional Capability Framework “Building and sustaining training in WA”

16. Interprofessional Competencies in Profession Specific Assessments • Most health profession specific assessment tools contain items reflecting interprofessional competencies. • Explicit discussion about those competencies will embed IP learning in student placements where collaborative practices are being demonstrated. • This document contains excerpts from professional competency assessments, identifying the standards/ competencies that reflect interprofessional competencies/ collaboration. “Building and sustaining training in WA”