3.8.1 Innovation in interprofessional education: An evaluation of a module in a pre-registration programme (361)
Alison Smith, Principal Lecturer, Centre for Health and Social Care Research, Canterbury Christ Church University, Canterbury, United Kingdom Co authors: Hazel Colyer
Abstract:
Background:
In the recently validated Pre-registration Interprofessional Learning (IPL) programme at Canterbury Christ Church University students in the third year undertook a Collaborative Practice (CP) module. Students were allocated to an action learning peer group, which met on four occasions during the module. Based on evidence from previous work Colyer & Parsons (2005) the themes of; roles & boundaries, respect, trust & power and conflict & difference were used to guide the action learning set activity. Additionally, the module was assed by patchwork text (Winter et al 1999).
Aims:
The project aimed to evaluate the learning teaching and assessment strategies used with the whole cohort of students (n=285) in the Collaborative Practice module.
Methods:
- Scrutiny of student performance data, module evaluation data and nominal group evaluation to identify students’ views of key aspects of the learning, teaching and assessment strategies
- Focus group (Krueger and Casey 2000) for facilitators to discuss the learning teaching and assessment strategies of the module
Results:
Student performance indicated that there was a normal distribution curve of marks. Students and facilitators identified that communication was the key to successful collaboration and that groups where there was an Interprofessional mix worked particularly well. The facilitators thought that students were able to develop as reflective practitioners, to have a deep understanding of different professional roles and of the service user perspective of health and social care. Generally students were positive about the ‘bite size’ assessment of the patchwork text.
Discussion & conclusions:
The innovative teaching learning and assessment strategies used on the CP module proved to be an exciting but demanding way of facilitating student learning. It is anticipated that the findings of this project will stimulate interest and further discussion about the realities of delivering Interprofessional learning in a pre-registration programme for multiple professional groups in health and social care
Recommended reading list:
- Colyer, H. and Parsons, J. (2005) Modernising Pre-registration Education for the Allied Health Professions First Wave Development funded project, 2002-2005. Final Report to the Department of Health: Canterbury: Canterbury Christ Church University
- Krueger, R A & Casey M A (2000) Focus groups a practical guide for applied research California Thousand Oaks Sage
- Winter, R., Buck, A. & Sobiechowska, P. (1999) Professional Experience & The Investigative Imagination, London: Routledge
Source of Funding: UK - Higher Education Funding Council
Level of funding: 1,000 - 10,000
Biography:
Dr Alison Smith worked as a nurse midwife and health visitor in various parts of England before moving into Nurse Education. Before coming to Canterbury Christ Church University she had extensive experience in several Universities in Scotland where she was involved in setting up and leading Post-Registration degree programmes. In Canterbury she led the Post-Registration framework programme and the BSc Community Health Nursing programme. She is currently involved in teaching on programmes from Diploma to Masters level in the Faculty. She joined the Centre for Health and Social Care Research in 2001 and has led or contributed to research projects most of which have involved very close collaboration with NHS Trusts.