Improving collaborative practice to address offender mental health: criminal justice and mental health service professionals’ attitudes towards interagency training, current training needs and constraints,

Background Professionals from the mental health and criminal justice system must collaborative effectively to address offender mental health but interprofessional training is lacking. Pedagogical frameworks are required to support the development of training in this new area. Aim To inform this framework this paper explores the readiness of professionals towards interprofessional training and demographic differences in these. It explores expectations of interprofessional training, perceived obstacles to collaborative working, interprofessional training needs and challenges facing delivery. Method A concurrent mixed methods approach collected data from professionals attending a crossing boundaries interprofessional workshop. Data was collected through a combination of the RIPLS questionnaire (n=52), free text questions (n=52) and focus groups (n=6). Findings and Conclusions Mental health and criminal justice professionals’ attitudes towards interprofessional learning were positive (x=17.81; n=43). They did not see their own service as insular (x =4.02; n=44) and reported strong person centredness (x= 6.07; n=43). This suggests professionals are open to the introduction and implementation of future interprofessional training. There were no significant demographic differences in these attitudes. Professionals raised a range of generic curriculum and educator mechanisms in the development of future interprofessional training suggesting the transfer of pedagogical frameworks from established interprofessional programmes into this new arena is feasible. Context specific factors such offender national policy agendas and the challenges of user involvement using mentally ill offenders must be taken into account. Greater clarity on multi versus interprofessional training is still required with this group of professionals. Key words: mental health, offenders, criminal justice, interprofessional training

The Role of Critical Case Analysis in Interprofessional Education

Goals for interprofessional education include preparing students to work in collaborative practice, teaching them how to work in teams and to asses and improve the quality of patient care. (Barr, 2007, Thibault, 2013). Four core competency domains have been established to inform interprofessional education (Interprofessional Education Collaborative Expert Panel, 2011). These are ethics/values, roles/responsibilities, interprofessional communication and teams/teamwork. Various pedagogical approaches have been used to help students meet these competencies. The Josiah Macy, Jr. Foundation (2013) recommends development and implementation of innovative models to link interprofessional education and practice. Thibault (2013) recommends students engage in “real work” as part of their interprofessional education experience

Using a Mixed Methods Approach to Explore Perceptions of Early Learners in Classroom-Based Interprofessional Education Experiences

Background: - Interprofessional education (IPE) is a global imperative - Health profession education programs, motivated by accreditation requirements, have added IPE activities into their required curricula. - Curriculum development varies considerably across institutions and debate exists regarding appropriate timing for introducing learners to IPE in order to optimally improve health outcomes. - Some evidence shows benefit of early learner IPE in professional identity development, interprofessional socialization and positive attitude development toward interprofessional practice. - At Virginia Commonwealth University (VCU), IPE is integrated longitudinally through the curriculum for several of the health professions programs via IPEC courses

A Qualitative Evaluation of the Interprofessional Student Hotspotting Learning Collaborative: Perceptions of Student and Faculty Advisor Participants

Introduction: Student participation in interprofessional education has proven beneficial in regards to students’ understanding of professional roles, team situational awareness1,and appreciating the need for collaboration2. The interprofessional student hotspotting learning collaborative enables students to work in teams to help serve patients categorized as health-system “super-users”, defined as those who overuse inpatient and/or emergency hospital services, over a period of six months’ time. This model will allow students to have real patient encounters and to begin utilizing their own roles within interdisciplinary teams. Objective: This study aims to evaluate the impact of the interprofessional student hotspotting learning collaborative on student participants. Methods: Our study analyzes the impact of participation in the hotspotting curriculum on the change in students’ knowledge, attitudes, skills, and behaviors, and identifies which change impacts the largest number of students. Students represent various healthcare specialties including but not limited to nursing, pharmacy, and medicine. Students will be given surveys and will participate in focus groups, and this data will be compiled and analyzed for statistical significance and quantitative analysis for patterns and trends. Results: The results of this study demonstrate that students have improved understanding of their roles on an interprofessional team as well as changes in attitudes towards being a member of an interprofessional team. They also suggest improvements for the program and suggestions for faculty advisors. Conclusions: Using these results, we can further develop the hotspotting program to initiate changes in the behavior of the members of interprofessional teams. Changes in interprofessional behaviors during education can lead to changes in behavior during their careers

Mind Mapping: A Strategy to Promote Interprofessional Collaboration among Health Science Students

Purpose/Background: This presentation will provide participants with an understanding of what mind mapping is and engage participants in a discussion and hands on experience of how mind mapping can be used to prepare students for interprofessional collaborative practice and integrate patient centered models of care. Managing a patient’s plan of care requires health care practitioners to share and integrate data in order to formulate a plan of care. How to engage with other disciplines is often developed during student’s clinical educational experiences. Assisting and engaging students during the academic portion are essential to prepare them for interprofessional collaborative practice. Mind Mapping is an innovative instructional strategy which focuses on integrating information using a 360 non-linear approach. Mind maps require learners to think not only in a curvilinear manner but also use visuospatial relationships which flow from a central concept. For students, using this 360 approach to explore and connect concepts and themes a rich environment for content integration emerges. Mind mapping is emerging as a positive teaching and learning strategy for health science students however there has been limited evidence supporting its efficacy in interprofessional education. Descriptions of Program Mind mapping can be infused at several points within an interprofessional curriculum. Faculty can model for students their own integration of knowledge by creating and sharing their mind maps. Alternately, IPE student groups can create mind maps and thereby engage in self-directed active learning. These options provide rich experiences for students to work on integrating content knowledge across disciplines for the development of robust interprofessional patient-centered care. Preliminary Result on Mind Mapping used in an interprofessional curriculum as well as students’ perceptions will be shared. Conclusion /Relevance to interprofessional education or practice Using a mind maps non-linear approach to learning provides may further aid student’s ability to critically reflect upon and analyze the necessary information, to develop and modify a patient’s interprofessional plan of care. This model of infusion of mind maps can be utilized in interprofessional curricular to prepare students for collaborative practice. Learning Objectives: Participants will be able to: describe the tenets associated with the development of a mind map for IPE discuss a model of infusion of mind maps for interprofessional education and collaborations recognize how to integrate mind maps into their interprofessional curricular model

Using a research-informed interprofessional curriculum framework to guide reflection and future planning of Interprofessional Education in a Multi-site Context

Abstract Background: Over the past two years health educators in Australia have benefited from funding made available from national organizations such as the Office of Learning and Teaching (OLT) and Health Workforce Australia (HWA). Funded research has been conducted into educational activities across the country that aim to promote integrated and sustainable interprofessional learning. Methods and Findings: A collaboration between multiple stakeholders led to the establishment of a consortium of nine universities and interprofessional organizations. This collaboration resulted in a series of research studies and the development of a conceptual framework to guide the planning and review of interprofessional health curricula. A case study of the development of a suite of health education programs at a regional university in Australia is used to demonstrate how the framework can be used to guide curricular reflection and to plan for the future. Shedding a light on interprofessional health education activities across multiple sites provides a rich picture of current practices and future trends. Commonalities, gaps, and challenges become much more obvious and allow for the development of shared opportunities and solutions. Conclusions: The production of a shared conceptual framework to facilitate interprofessional curriculum development provides valuable strategies for curricular reflection, review, and forward planning.The authors acknowledge the contribution of the Interprofessional Curriculum Renewal Consortium, Australia (2014)

Evidence-Based Healthcare: The Importance of Effective Interprofessional Working for High Quality Veterinary Services, a UK Example

<p class="AbstractSummary"><strong>Objective: </strong></p><p class="AbstractSummary">To highlight the importance of evidence-based research, not only for the consideration of clinical diseases and individual patient treatment, but also for investigating complex healthcare systems, as demonstrated through a focus on veterinary interprofessional working.</p><p class="AbstractSummary"><strong>Background:</strong></p><p class="AbstractSummary">Evidence-Based Veterinary Medicine (EBVM) was developed due to concerns over inconsistent approaches to therapy being delivered by individuals. However, a focus purely on diagnosis and treatment will miss other potential causes of substandard care including the holistic system. Veterinary services are provided by interprofessional teams; research on these teams is growing.</p><p class="AbstractSummary"><strong>Evidentiary value:</strong></p><p class="AbstractSummary">This paper outlines results from four articles, written by the current authors, which are unique in their focus on interprofessional practice teams in the UK. Through mixed methods, the articles demonstrate an evidence base of the effects of interprofessional working on the quality of service delivery.</p><p class="AbstractSummary"><strong>Results:</strong></p><p class="AbstractSummary">The articles explored demonstrate facilitators and challenges of the practice system on interprofessional working and the outcomes, including errors. The results encourage consideration of interprofessional relationships and activities in veterinary organisations. Interprofessional working is an example of one area which can affect the quality of veterinary services.</p><p class="AbstractSummary"><strong>Conclusion: </strong></p><p class="AbstractSummary">The papers presented on veterinary interprofessional working are an example of the opportunities for future research on various topics within evidence-based healthcare.</p><p class="AbstractSummary"><strong>Application:</strong></p><p class="AbstractSummary">The results are pertinent to members of veterinary teams seeking to improve their service delivery, to educators looking to enhance their students’ understanding of interprofessional working, and to researchers, who will hopefully be encouraged to consider evidence-based healthcare more holistically. </p><br /> <img src="https://www.veterinaryevidence.org/rcvskmod/icons/oa-icon.jpg" alt="Open Access" /> <img src="https://www.veterinaryevidence.org/rcvskmod/icons/pr-icon.jpg" alt="Peer Reviewed" /

Use of 360-Degree Assessment During Interprofessional Simulation to Enhance Formative Feedback

Background: •Effective interprofessional teamwork is essential for quality patient care [1], and within-team feedback improves team performance [2]. •Learners trained to assess peers are more confident and skilled at evaluating others and better prepared to provide meaningful feedback to their colleagues when they enter the workforce [3,4]. •This is particularly important in interprofessional teams where tensions between professional groups can create unique challenges [5]

Nursing care behaviour in interprofessional learning explained by critical discourse analysis

Aim: to demonstrate Fairclough’s critical discourse analysis as a way to understand nurse caring behaviour in asynchronous text-based interprofessional online learning within higher education. Background: asynchronous text-based learning experience of homogeneous nursing groups indicated nurse caring behaviour in a small number of studies. However, positive findings were not found in studies about interprofessional learning undertaken by nurses. Instead, nurses’ dominance which might be a result of professional boundaries was frequently reported as a barrier to interprofessional education, yet little is understood about the phenomenon. Design: a study which employed Fairclough’s critical discourse analysis was used to understand the translation of nurse caring behaviour in text-based online interprofessional learning within higher education. Data Source: the asynchronous online discussions produced by thirteen students undertaking an online interprofessional learning module at master’s level in a University in the North of England were the discourse data for analysis. Findings: By using Fairclough’s critical discourse analysis, understanding of the semiotic categories corresponding to genres, discourses and styles yielded information on nurses’ discourse in online learning. Through appreciating the subliminal way in which these three categories relate to social practices and social events, the dialectical relations between semiosis of the online text and its other elements were made explicit. In doing so, the way nurse caring behaviour in interprofessional learning were translated in an asynchronous text-based learning environment was explained. Conclusions: Fairclough’s critical discourse analysis was useful in explaining how nurse caring attributes when displayed online could result in the interprofessional learning space being used as a platform for nurses and allied healthcare professionals to co-construct power-relations. The analysis required researchers’ tacit knowledge, based on an emic (insider) position in healthcare practice and education, which is closely linked to the power-relations that is entangled in the social order and practices in healthcare. This explains why researchers outside of critical discourse analytic work would hold a strong view for an etic (outsider) perspective in discourse analysis. In this regard, one should consider triangulating critical discourse methodology with other qualitative theoretical frameworks

A glimpse into nursing discursive behaviour in interprofessional online learning

Background: The importance of interprofessional learning to provide quality patient care has resulted in the increasing use of asynchronous computer mediated conferencing in healthcare programmes within universities. The asynchronicity based on typed-written discussions in a virtual learning environment which provided flexibility in learning was used to increase opportunities for nurses and other allied healthcare professionals to participate in interprofessional learning in higher education. However, successful online learning relies on discursive practices in the virtual learning environment, embedded within discursive exchanges in practice are power relations in nursing language use; which had a negative impact on interprofessional learning and working relationships amongst nurses, between nurses and other allied healthcare professionals. This paper presents an analysis of the discursive practices of registered nurses in interprofessional learning based on asynchronous computer mediated conferencing. It aimed to ascertain if power relations were implicit in nursing language. Methods: Fairclough’s critical discourse analysis was used to analyse eight hundred and ninety typewritten online messages created in a 100% text-based online learning module at Master’s level in a University in North England between September 2004 and September 2009. Although the messages were created by 9 registered nurses and 4 other allied healthcare professionals undertaking interprofessional learning to learn about the issues surrounding e-learning in healthcare settings, this paper is part of a larger study focused on the messages by the nurses. Results: Nurses’ messages tended to appear as the first few responses in the discussion threads and their language was formal and objectifying. The genres resembled those found either in written assignment within higher education or in nursing documentation within practice. The virtual learning environment was an alternative social space for clinical practice where dominance of nurses was created, maintained and reinforced. Conclusions: Existing literature highlighted the incidents of problematic issues of interprofessional learning. In contrast, this paper explains the way nurses, through discursive practices, construct themselves in relation to their nursing and allied healthcare colleagues. Nurses need to be aware of the power-relations embedded in their language use and future research could usefully focus on the discursive aspect of interprofessional learning