helen orton conf_10
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Learning and Teaching Conference
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Inter-Professional Learning: a curriculum responding to
both a political and regulatory agenda
Helen OrtonDirectorate of Vision and Vision Science
School of Health Sciences
23rd June 2010
Learning and Teaching Conference
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Some misconceptions – shared teaching/ shared learning
Learning activities involving two or more professions where they learn with, from each and about each other
Overall aim – promotion collaborative delivery of integrated patient-centred and quality health care
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Inter-professional learning?
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Cultural – pre-conceived ideas
Attitudes
Organisational level
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Barriers to IPL
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Unique
Diagnostic Radiography Nursing Occupational Therapy Orthoptics Physiotherapy Therapy Radiography
A dynamic curriculum
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School of Health Sciences
Learning and Teaching Conference
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Quality Assurance Agency
Political
Regulatory bodies
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IPL Drivers
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Benchmark statements Relevant indicators of attributes and
capabilities of a new graduate
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Quality Assurance Agency (QAA)
CompetencePAST Capabilities PRESENT
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Department of Health
1998 – Quality in the new NHS
2000 - The NHS Plan. A Plan for Investment, a Plan for Reform
2001 – Working Together, Learning Together A Framework for Lifelong Learning in the NHS
2003 - The new NHS pay system: An overview.
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Political agenda: NHS and Social Care
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“Integrated care for patients will rely on models of training and education that give staff a clear understanding of how their own roles fit with those of others within both the health and social care professions…..
…. The Government will work with the professions to reach a shared understanding of the principles that should underpin effective continued professional development and the respective roles of the state, the professions and individual practitioners in supporting this activity”
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Lifelong Learning
Learning and Teaching Conference
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Regulatory Agenda
Standards
of Proficiency
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STANDARDS OF PROFICIENCY – Expectations of a health care professional
Professional autonomy•Legal/ethical boundaries•Non-discriminatory manner•Confidentiality•Consent•Obligation to maintain FITNESS
TO PRACTISE
Professional relationships•Work in partnership •Team- working (MDT)•Communicate effectively
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STANDARD CONDUCT WHAT IT MEANS
1. You must act in the best interest of the service user
Must not allow views about a service user’s sex, age, colour, race, disability, sexuality, social or economic status, lifestyle, culture, religion or beliefs to affect the way you treat them or the professional advice you give.
2. You must respect the confidentiality of service users.
Treat information carefully and respect what is told/ only use information for the purpose it was given
3. You must keep high standards of personal conduct.
In addition to professional
4. You must keep accurate records. Part of care and duty to undertake
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STANDARD WHAT IT MEANS
4. You must provide any important information about yourconduct and competence.
Criminal offences/ police cautions, disciplinary matters
5. You must act within the limits of your knowledge, skills and experience and, if necessary, refer the matter to another practitioner
Duty of careScope of practice
6. You must communicate properly and effectively with service users and other practitioners.
Appropriate communication; co-operate and share knowledge and expertise with others for benefit of users
6. You must get informed consent to give treatment (except in an emergency).
Informed consentRecordingRefusalRights of patients
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FITNESS TO PRACTISE
KNOWLEDGE AND SKILLS
CHARACTER AND HEALTH
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IPL – addressing the ethical and legal aspects
Year 1 Year 2 Year 3
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One scenario per semester;
Representative from each professional group;
Facilitated by staff within the School;
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Delivery
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Academic Year
Semester 1
Comments and developments
Semester 2
Comments and developments
2004-05 Case 1 Referred to as “Ethics” and not all professional groups included. Few guidelines provided for facilitators but notes detailed
Case 2 No change
2005-06 Case 2 As above Case 3 Term “Inter-professional education - ethics” introduced.Ground rules, group dynamics and benefits of group work discussed with students.Student tasks much more focused.
2006-07 Case 3 Communication tasks, issues concerning scope of practice and record-keeping introduced to address HPC standards of conduct.
Case 4 Student tasks focused and facilitator notes incorporated into student tasks.
Development of ethical and legal themes
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Academic Year
Semester 1
Comments and developments
Semester 2
Comments and developments
2007-08 Case 3 No change Case 4 No change
2008-09 Case 3 No change Case 4 No change
2009-10 Case 3 Although the scenario was the same, the term “Professional Issues in Clinical Practice” introduced.Important documents (HPC standards, Knowledge and Skills Framework, role of IPL in clinical practice (+NHS policy) highlighted plus increased emphasis on communication.
Case 5 Many new cases introduced which addressed Fitness to Practise issues involving anonymised real cases reported to the HPC and Nursing and Midwifery Council.Facilitator notes adapted accordingly.
Development of ethical and legal themes
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Reflection on present situation:
Are we completely transparent in meeting some of the standards?
Non-discriminatory manner
◦ The solution - Diversity and equality scenario
Inclusion of Nursing students
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Future developments