Innovative strategies to develop student’s interprofessional competencies within a work integrated learning placement.
Leanne Hepnar1, Karina O’Leary 1,2, Cecelia Boyd Orford1 1Metro North Hospital and Health Service, 2University of Queensland
Abstract
Interprofessional collaborative practice and interprofessional education (IPE) are crucial to delivering person-centred integrated care. Accreditation standards for Australian University healthcare courses promote IPE, and research focuses on the valuable impact. However, students report challenges in applying this learning, and lack confidence when working within interprofessional teams. Providing work integrated IPE opportunities within a hospital setting for students from different professions and stages, is considered essential in preparing students for the workforce. The Surgical Treatment and Rehabilitation Service (STARS) has developed an innovative program providing students with an opportunity to develop and demonstrate their interprofessional competencies.
STARS provides over 250 student placements from 12 different professions annually, and uses experiential learning theory in designing and implementing effective IPE activities that promote active engagement, reflection, and the development of interprofessional competencies. Our IPE program ensures that all students starting their placement at STARS, complete a learning needs analysis and then select from a range of activities, providing them with options for learning from, with and about each other. These include skills workshops, simulation, quality improvement projects and IPE on the run.
92% of students who completed an end-placement evaluation felt their competency in interprofessional collaborative teamwork was ‘better’ at the end of placement. This is also reflected in their Interprofessional Collaborative Competencies Attainment Scores (ICCAS); a tool measuring perceived change in IP competencies. STARS prioritises interprofessional practice, and the program we have developed aims to set up our future workforce for working successfully within high functioning, IP patient centred teams.
Biography
Leanne has 13 years of physiotherapy experience. After starting her career with the NHS in the UK, she was drawn to the warm climate and lifestyle Australia afforded. Leanne continued her physiotherapy career in Australia, working in acute care and rehabilitation. After contributing to student education experiences through her clinical caseloads, Leanne moved in to the Allied Health Clinical Education Support Officer role at the Surgical Treatment and Rehabilitation Service. Leanne is currently studying a Graduate Certificate in Clinical Health Education. Outside of work, she enjoys weekends away exploring Australia, where possible with her spoodle, Poppy.
Karina and Cecelia’s- coming