Module 2: Setting the scene

Report
Interprofessional Education and Practice:
Creating Leaders and Opportunities
for Clinical Learning
MODULE 2
Setting the Scene
Funded by the Australian Government Office for Learning and Teaching
Learning outcomes
•
Define both interprofessional education and
interprofessional practice
•
Demonstrate an understanding of the education/practice
continuum
•
Examine the evidence for interprofessional education
Advancing interprofessional
education and practice
in Australia
Interprofessional
Education
Interdependent
Interprofessional
Practice
(© University of Toronto ehpic™, 2013)
Romanow (2002)
“If health care providers
are expected to work
together and share
expertise in a team
environment, it makes
sense that their education
and training should
prepare them for this type
of working arrangement.”
The cartoon “CIHC Campus: How
can they work together if they
don’t learn together?” (CIHC,
2008)
Framework for action on interprofessional
education and collaborative practice
Improved
Health
Outcomes
Local Context
Health & Education Systems
Strengthened
Health
Systems
Collaborative
Practice
Present &
Future
Health
Workforce
Collaborative
Practice-Ready
Interprofessional
Education
Optimal
Health
Services
Health
Workforce
Fragmented
Health Systems
Local Health
Needs
(WHO, 2010)
Interprofessional education (IPE)
“…occurs when two or
more professions learn
about, from and with
each other to enable
effective collaboration
and improve health
outcomes...”
(WHO, 2010)
Interprofessional practice (IPP)
“…occurs when multiple health workers from different
professional backgrounds provide comprehensive health
services by working with patients, their families, carers &
communities to deliver the highest quality of care across
settings...”
and,
“…partnership between a team of health providers and a
client in a participatory, collaborative and coordinated
approach to shared decision making around health and
social issues…”
(WHO, 2010)
Practice spectrum
Uniprofessional
Multiprofessional
Interprofessional
Transprofessional
How do multiprofessional, interprofessional and
transprofessional practice differ from each other?
Education spectrum
Uniprofessional
Multiprofessional
Interprofessional
How do multiprofessional and interprofessional education
differ from each other?
Why now?
Shortage of
4.3 million health workers
world-wide
(Framework for Action on Interprofessional
Education & Collaborative Practice. WHO, 2010)
Global networks
Canadian
Interprofessional Health
Collaborative
American Interprofessional
Health Collaborative
Centre For The
Advancement of
Interprofessional
Education (UK)
AIPPEN
Australiasian
Interprofessional Practice
and Education Network
The Network
Toward Unity for
Health
European
Interprofessional Education
Network in Health & Social
Care
Nordic
Interprofessional
Network
Japanese
Association for
Interprofessional Education
INTERED
The International Association
for Interprofessional
Education & Collaboration
Interprofessional practice (IPP)
“…occurs when multiple
health workers from
different professional
backgrounds provide
comprehensive health
services by working with
patients, their families,
carers & communities to
deliver the highest quality
of care across settings…”
(WHO, 2010)
…across all settings…
(© University of Toronto ehpic ™, 2013)
Acute
Care
Primary
Care
Rehabilitation
Care
Evidence for interprofessional
education
• Increased understanding of others role, skills &
responsibilities, overlap in knowledge & skills
• Altered stereotypical views
• Enhanced team working skills
• Better sense of how interprofessional collaboration &
communication skills grow & develop
(Cooper et al., 2001, Reeves et al., 2008)
Evidence for interprofessional
practice
• Greater continuity of care
(less fragmented services)
• Increased level of critical thinking
among health professions
• Better access to services & shorter
waiting times
• Higher levels of well-being
amongst staff, greater retention
• Collaborative decision-making with
patients and family
• Better communication
• Better patient outcomes, safety and
satisfaction
• More appropriate referrals
• Reduction in duplicity of service,
procedures and assessment
• Reduced hospital admissions
• Improved safety and quality in
health care delivery
(WHO, 2010)
Quality healthcare
• Safe - avoiding injuries to patients
• Effective - providing services based on scientific knowledge
• Patient-centered - providing care that is respectful of, and
responsive to, individual patient preferences, needs, and values
• Timely - reducing waits and sometimes harmful delays
• Efficient - avoiding waste
• Equitable - providing care that does not vary in quality because
of personal characteristics
(Crossing the Quality Chasm. IOM, 2001)
Example from Canada
http://www.youtube.com/watch?v=JBQIW1xiSO0
National Chronic Disease Strategy
“Integrated care means that health services
work collaboratively with each other, and
with patients and their families and carers,
to provide person centred optimal care”
The report National Chronic Disease Strategy (NHPAC, 2006)
The report National Health Workforce Innovation and
Reform Strategic Framework for Action 2011-2015 (HWA,
2011)
The report Framework for Action on Interprofessional Education
& Collaborative Practice (WHO, 2010)
Reality in Australia
Client, student & facilitator stories
Support for the production of this resource has been provided by the Australian
Government Office for Learning and Teaching. The views expressed in this Power
Point do not necessarily reflect the views of the Australian Government Office for
Learning and Teaching.
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