Developing sustainable models of interprofessional learning in practice – The TUILIP project

Armitage, Helen; Connolly, Jim; Pitt, Richard

doi:10.1016/j.nepr.2007.10.004

Cited by 15 publications

(6 citation statements)

References 26 publications

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“…Others have suggested key skills required (Freeman, Wright, and Lindqvist 2010, Banfield and Lackie 2009, Harvey et al 2002. Some authors suggest strategies for teaching (Derbyshire and Machin 2011, Armitage, Connolly, and Pitt 2008, Craddock et al 2006, but none were located that suggest a method for preparation of uni-professional clinical teachers to support IP student learning in practice.…”

Section: Literature Reviewmentioning

confidence: 99%

Can Preparation of Clinical Teachers in IPC Concepts and Competencies Impact Their Approach to Teaching Students in Clinical Practice? A Promising Approach

Orchard

Pederson²,

Allen

et al. 2017

IJPBLHSC

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The challenge of providing interprofessional (IP) student placements within health agencies can be affected by two factors: patterns of health care agency placements focusing on students in one health professional program setting at a time; and budgets for funding clinical teaching in post-secondary institutions. These challenges can result in uni-professional, practice-based learning rather than learning to work within IP teams. Given the increasing focus on IP teamwork (World Health Organization 2010), the question arises as to whether there is a way clinical teachers can be prepared to work with students for IP teamwork. One strategy involves training clinical teachers with requisite strategies for working in team-based settings. Interprofessional clinical teaching workshops held at Western University, Canada, were started in 2010, and offered annually each fall. The overall workshop goal was to assist teachers in guiding and assessing students for effective collaborative teamwork. This article reports on a post-workshop evaluation of participants' self-reported clinical teaching and practice from three workshops. Of the 129 workshop participants approached to provide information, only 30 completed the post-workshop assessment (at variable times following the workshop from six months to two years). Of these, 27 reported changes in interprofessional communication and role clarification, as well as in their clinical teaching and practice. While there are limitations to the study because of the low followup rate, this approach supports the conclusion that providing clinical teachers with interprofessional education (IPE) related to their clinical teaching can result in reported modifications in their clinical teaching and practice.

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Section: Literature Reviewmentioning

confidence: 99%

Can Preparation of Clinical Teachers in IPC Concepts and Competencies Impact Their Approach to Teaching Students in Clinical Practice? A Promising Approach

Orchard

Pederson²,

Allen

et al. 2017

IJPBLHSC

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“…In IPC, Gotlib Conn et al [27] concluded that if an intervention is to have long-term effects, there must be local ownership of the change and team members must continue to question how to maintain collaborative teamwork. Armitage et al [2] developed a sustainability model for their IPE project. Their components were staff development, meaningful involvement, and an IPE leader to co-ordinate.…”

Section: Rural Interprofessional Educationmentioning

confidence: 99%

“…IPE in clinical settings can promote IPC and patient safety [2], as well as encourage recruitment and retention of graduates, especially in rural settings [3][4][5].…”

Section: Introductionmentioning

confidence: 99%

Implementing and Sustaining a Rural Interprofessional Clinical Education Program

Cragg¹,

Jelley²,

Burrows³

et al. 2013

JRIPE

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Background: After a successful pilot project introducing interprofessional (IP) clinical education in a rural hospital, expansion to other rural hospitals was attempted. Despite enthusiasm for the pilot project and funding, the university-based project team had difficulty persuading administrators and staff to become involved or to maintain the project. Of 9 institutions, 2 implemented and sustained the project for more than 2 years, 2 initiated but dropped it, and 5 declined.

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“…Through the project, leads also aimed to enhance and extend classroom-based IPL already offered to students at the two collaborating Universities (Sheffield Hallam University and University of Nottingham). 38 Over four years, eight pilot sites were developed in NHS trusts/ private and voluntary sector across the Trent region, involving students and practitioners from 13 health and social care professions. A broad range of primary and acute health and social care settings were included.…”

Section: The Tuilip Projectmentioning

confidence: 99%

“…38 Facilitators accessed universitybased educational resources and participated in classroombased IPL before venturing out into their particular practice environment. They were made aware of the TUILIP project's general aims but not given a specific remit beyond this.…”

Section: The Tuilip Projectmentioning

confidence: 99%

Qualitative evaluation of interprofessional learning initiatives in practice: application of the contact hypothesis

2012

Self Cite

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Objectives: The evaluation aimed to explore reactions to, learning from and the perceived impact and sustainability of practice-based interprofessional learning initiatives established by The Trent Universities Interprofessional Learning in Practice project. Methods: The evaluation had a qualitative design and was guided by Kirkpatrick's evaluation framework. Facilitators, managers, practitioners, students and service users were invited to participate. This article focuses upon three of the project's practice-based interprofessional initiatives. Fifteen participants were interviewed about their experiences of, and opinions about, the initiative in their practice setting. A thematic analysis was conducted, following which findings were considered through the lens of the 'contact hypothesis' a theoretical framework which sets out variables purported to influence the success of inter-group contact. Results: Seven themes were identified. Four derived from Kirkpatrick's framework: reaction, learning, impact and sustainability. Initial reactions were positive; however learning and impact were considered minimal, and sustainability unlikely. The evaluation revealed significant problems in developing successful, sustainable, service userfocused interprofessional learning opportunities in these three sites. Three final themes were based upon contact hypothesis variables which helped elucidate the disappointing outcomes: organisational support, positive expectations, and co-operation/working together. Conclusions: Results offer insights which could help medical education establishments and their practice partners develop successful practice-based interprofessional learning initiatives for students in the future. Initiatives should be designed to meet local working practices and opportunities; there should be an awareness that change is challenging and time-consuming; and preparation of and support in host organisations at all levels should be a priority.

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Developing sustainable models of interprofessional learning in practice – The TUILIP project

Cited by 15 publications

References 26 publications

Can Preparation of Clinical Teachers in IPC Concepts and Competencies Impact Their Approach to Teaching Students in Clinical Practice? A Promising Approach

Can Preparation of Clinical Teachers in IPC Concepts and Competencies Impact Their Approach to Teaching Students in Clinical Practice? A Promising Approach

Implementing and Sustaining a Rural Interprofessional Clinical Education Program

Qualitative evaluation of interprofessional learning initiatives in practice: application of the contact hypothesis

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