Inter-professional

Practice
REHB 8101
Week 1
Jill Garner
 To introduce students to team work in
interprofessional practice and the key concepts that
form part of collaborative practice using applied
examples from clinical practice.
Focus on:
Aim
 Rural and remote practice
 Cultural safety & working with Indigenous
Australians
  Describe the benefits and challenges of
interprofessional practice and teamwork in health
care in relation to client-centred case scenarios.
 Reflect on the application of concepts of collaborative
practice in a variety of settings, with a particular focus
on rural and remote practice.
Learning  Describe the relevant demographic, political, societal
Outcomes in and epidemiological factors related to rural and remote
health.
this Topic  Describe and apply culturally sensitive practice
particularly in reference to working with Indigenous
Australians.
 Apply theories related to health behaviour change
within case scenarios.
  Topic Booklet
 Schedule for this semester
 note rooms, sessions, times change
 Week 1 2nd March and Week 2 16th March:
IPP General  Tute 1: Tracey 3-5 HLTH_1.23
 Tute 2: Ellice 3-5 U_FMC_5E132
Information  Tute 3: Jill 3-5 HSLTC 3.06-3.07
 Tute 4 Jess 3-5 HSLTC_3.08-3.09
 SAM
 Any questions??
 Assessment Task Methods

SAM for details: Written Assignment Reflective assignment

Parts 1 & 2 Part 1
60% Focus on weeks 1,2 & 4
Word limit: 2000words
Academic integrity Graded Due: 10am on 13th April
HD, DN, CR, P and F 40%
-plagiarism Part 2
Focus on weeks 6,7 & 8
Word limit: 1000 words
Submission via FLO Due: 10am on 25th May
20%
APA referencing
Word length Team Presentation Team Presentation
40% 10 minutes for presentation and 5
mins for questions
Extensions via FLO Thursday 4th June 1-3 and 3-5pm. It
Graded is an expectation that everyone stays
HD, DN, CR, P and F for the full 2 hours.
40%
  Members of more than one health and/ or social care profession
learn interactively together, for the explicit purpose of improving
interprofessional collaboration and/or the health/well being of
Interprofessional patients/clients. (Reeves et al, 2010)
Education  Learning “with, from, and about each other with the goal of
improving health outcomes through more effective
IPE interprofessional collaboration” (World Health Organisation 2010).
 Increasingly recognized as a core component of contemporary
health profession education ( O’Keefe et al, 2017)
  Changes in learners’ attitudes towards one another’s professions
 Improvements in knowledge of interprofessional collaboration
 Enhancement of collaborative behaviour,
 Gains in the delivery of patient care (Cooper et al., 2001; Barr et
Impact of IPE al., 2005; Freeth et al., 2005; Hammick et al., 2007; Reeves, 2001
cited by Reeves et al 2010).
 More research is needed ( qual and quant)
 More recently SR -four out of the six studies reported a range of
positive outcomes (Reeves et al ,2010)
  Comprised of the following aspects:
 ‘‘a number of separate elements which seem essential to the
proper functioning of the intervention although the ‘active
ingredient’ of the intervention that is effective is difficult to
specify [. . .] the greater the difficulty in defining precisely what,
exactly, are the ‘active ingredients’ of an intervention and how
they relate to each other, the greater the likelihood that you are
Complex dealing with a complex intervention’’. Medical Research Council Health
Intervention Services and Public Health Research Board (2000, p. 2)

 The complexity of IPE can be attributed to:

 the backgrounds of learners,
 the format and curriculum,
 the abilities of facilitators,
 the organizational context in which IPE is delivered.
 Reeves et al, 2010
  The principles of interprofessional learning encompass
understanding, valuing and respecting individual
discipline roles in health care.
Interprofessional  Interprofessional practice places the interests of
learning patients and populations at the centre of health care
delivery.
competency
 A key element of interprofessional practice is the
statement: recognition and use of the skills of other health
professionals in health care delivery.
O’Keefe et al, 2017
 It is supported by interactions that clarify perspectives,
and enable insights and learning from other health
professions.
 On completion of their program of study, graduates of any professional
entry-level healthcare degree will be able to:
 Explain interprofessional practice to patients, clients, families and
other professionals
 Describe the areas of practice of other health professions
Interprofessional  Express professional opinions competently, confidently, and
learning respectfully avoiding discipline specific language
 Plan patient/client care goals and priorities with involvement of other
competency health professionals
 Identify opportunities to enhance the care of patients/clients through
statements the involvement of other health professionals
 Recognise and resolve disagreements in relation to patient care that
arise from different disciplinary perspectives
O’Keefe et al, 2017
 Critically evaluate protocols and practices in relation to
interprofessional practice
 Give timely, sensitive, instructive feedback to colleagues from other
professions, and respond respectfully to feedback from these
colleagues
  A shift in health care is required:
 Young people with disabilities are living longer
 Ageing population
 Increase in chronic diseases and complex conditions
 So a need to respond to the individual as a whole person who lives
within a community
IPE supports  Current health system responses aren’t providing holistic,
effective or efficient health care to individuals with chronic and
IPP multiple conditions
 Interprofessional collaboration has been highlighted as one
potential solution to address imbalances between the limited
supply of skilled health workforces and increased demand for
health and social care services (World Health Organization, 2010).
 Teamwork and interprofessional practice and learning are being
recognised as central to improving client care and outcomes and
enhancing client safety (Sargent, 2008)
  Competency 1
 Work with individuals of other professions to maintain a climate of mutual
respect and shared values. (Values/Ethics for Interprofessional Practice)
 Competency 2
 Use the knowledge of one’s own role and those of other professions to
appropriately assess and address the health care needs of patients and to
CORE promote and advance the health of populations. (Roles/Responsibilities)
COMPETENCIES  Competency 3
FOR  Communicate with patients, families, communities, and professionals in
INTERPROFESSIONAL health and other fields in a responsive and responsible manner that supports a
team approach to the promotion and maintenance of health and the
COLLABORATIVE prevention and treatment of disease. (Interprofessional Communication)
PRACTICE  Competency 4
 Apply relationship-building values and the principles of team dynamics to
perform effectively in different team roles to plan, deliver, and evaluate
patient/population-centered care and population health programs and
Interprofessional Education policies that are safe, timely, efficient, effective, and equitable. (Teams and
Collaborative. (2016). Teamwork)
Interprofessional
Education
Collaborative.
(2016).

The Learning Continuum – student – practitioner

  "Consistent demonstration of core values evidenced by
professionals working together, aspiring to and wisely
applying principles of*, altruism and caring,
What is excellence, ethics, respect, communication,
Interprofessional accountability to achieve optimal health and wellness
Professionalism? in individuals and communities."
*Stern DT. Measuring Medical Professionalism. Oxford University
Press. New York, NY;2006:19.
 http://www.interprofessionalprofessionalism.org/
These competencies go hand in hand
with the development of your single
discipline clinical skills
They will set you up to be better
clinicians
 Required to meet OT and Physio
Competency standards

They will support you on placement

 APP and SPEF-R assess against IP
competencies
  All domains of OT and PT practice
 All settings
 All ages
 Within teams, across teams and organisations
IPP applies  Jill: acute and rehab
across:  Jess:
 Ellice: mental health – inpatient and community
 Tracey: private practice, acute cardiorespiratory care

 See handout: Outcomes of Collaborative Practice

  Interdisciplinary teams
 A team that is collaboration-oriented. The team meets regularly to
discuss and collaboratively set treatment goals and carry out
treatment plans. There is a high level of communication and
cooperation among team members.
 Multidisciplinary teams
MDT vs IDT
 A team that is discipline-oriented. Each professional works in
parallel, with clear role definitions, specified tasks and hierarchical
lines of authority. Goals are discipline oriented.
 Benefits?
 Challenges?
  Brain Injury Rehabilitation Community and Home (BIRCH)
 Seeing OT, SP and PT
 Things going well with OT and SP but having difficulties with PT
 → joint session – PT treating, SP assessing
 → joint therapy sessions
 → “immense progress”
Ken’s  Consumers words of wisdom:
experience  Be on the same page
 Read each others notes, share information – honestly
 Streamline your processes as a team not single disciplines,
 work on same goals with client
 Assess jointly, reduce duplication,
 Work in partnership using and looking for each other’s expertise
 with each other, with and including the client
Case Study:
Gyuri  Opportunity to observe and consider the following:
 Leadership characteristics
Impact of health  Interprofessional communication
care teams on  Team functioning
patient/person  Role clarification
outcomes  Client/family centred care
 Leadership is a combination of three dynamic
factors: the group, the environment and the
task.
Effective leadership attributes:
• Designation of a central person who can guide the
group toward its goal
Leadership
• The knowledge and skills to achieve the desired
characteristics outcome
• The ability to delegate tasks to appropriate team
members
• An appreciation and understanding of both the team
and the client’s needs
• Establish communication between the group members
 The interaction between professionals
demonstrates:
• Communication that is relevant to the client’s medical
history.
• Communication that is consistently authentic and
demonstrates trust.
Interprofessional • Active listening to team members (including the
communication patient/family).
• Communication that ensures a common understanding of
care decisions.
• The development of trusting relationships with
clients/families and other team members.
• Cultural empathy for all members of the care team:
colleagues, clients and family.
 Professionals support a team approach by:
• Establishing and maintaining effective and healthy
working relationships and team interactions.
• Respect team ethics and demonstrate trust and mutual
respect for members of the team.
Team • Be an active participant in collaborative decision
making.
functioning • Be an effective and engaged participant in discussions
and interactions among team members demonstrating
open communication and attentive listening.
• Demonstrates respect for the knowledge and skills of
the range of disciplines represented in the team.
 The interaction between the health care team
demonstrates:
• Awareness of knowledge and competencies of own role as well as
those of other members of the health care team.
Role • Clear communication of the health care professional’s role,
knowledge, skills, and attitudes in an appropriate manner.
clarification • Health professionals are respectful and understand the important
role of others in the health care team.
• Questions to clarify roles, responsibilities and skills within the care
team are encouraged. This information is appreciated when offered.
 The interaction between team members and the
client/family demonstrates:
• Sharing of information with patients/family in a respectful manner.
• Communication with patient/family is clear, understandable and
Patient/client/ free of jargon.
family centred • Communication with patient/family relates to the client’s daily life.

care • Listening respectfully to the needs of all parties to ensure the most
appropriate care.
• Interaction is supportive to the client/family and their needs.
• Facilitation of client decision making.
  The active participation of care recipients and their families is a
vital aspect of effective teams in interprofessional care (Oandasan,
et al., 2006).
 To effectively participate in their own care, clients must have the
Empowering skills and knowledge to participate in the care team,
clients  must understand their condition (or know how to get information
about it)
 and understand the role of each health professional in their care
(Oandasan, et al., 2006).
  Development of skills & understandings to improve
your health care practice and enable you to better
serve your future clients/patients
 Learning

with
IPP is about…
from

about

each other