Integrating a Multi-Professional learning recipe into Non-Medical Prescribing.
Miss Lynda Filer - School of Health Sciences, City, University of London
Miss Rosemary Lanlehin - School of Health Sciences, City, University of London
Sharing a practice that was found to support multi-professional learning. The approach to learning also resulted in students being able to successfully present the integration of a range of theories into their specific practice.
The poster will demonstrate the integration that was achieved through multi-professional learning using an analogy of food preparation (Galesic and Garcia-Retamero, 2012). A generalised recipe approach. This is applicable to all academic divisions.
The Non-Medical Prescribing module was developed for students across many professions and disciplines, and the aim was to allow students to synthesis their knowledge, skills and competencies within their own remit. This is challenging as this covers the whole spectrum of health care from incubation to grave.
Students were exposed to a range of theories and facts that underpin the principles and processes of prescribing, analogous to giving cooks a selection of ingredients. Students then have to decide what to do and how to apply to acquired knowledge to their own settings. So, at the end of the module, instead of making just one dish, it became a process where they were all preparing, synthesising and mixing to their own learning requirements, making their “signature dish”.
This ability to produce their “own dishes” was demonstrated through seminar presentations of a drug and its application to practice. Their presentations were observed and critiqued by lecturers other than the module leader and peer review of presentation. They all demonstrated a good ability to integrate all aspects of prescribing ranging from biological perspectives to ethical and legal concerns. They were able to showcase a classical knowledge in an appetising manner, with a modern twist. Allowing recipients to appreciate the flavour, design and content of their particular dish.
The integrating and collaborative approach built confidence into the module by ensuring that the generic aspects of learning were clearly explained to students and lecturers involved in the delivery of the prescribing module. Working collaboratively and creatively flourished in an environment where autonomy, openness, supportive structures and collaborative relationships were valued (Davis, 2013). Allowing a buffet of the highest calibre.
Bachmann, C., Kiessling, C., Härtl, A., & Haak, R. (2016). Communication in Health Professions: A European consensus on inter- and multi-professional learning objectives in German. GMS Journal for Medical Education, 33(2), GMS Journal for Medical Education, 2016, Vol.33(2).
Davis, JM. (2013). Supporting Creativity, Inclusion and Collaborative Multi-Professional Learning. Improving Schools, 16(1), 5-20.
Galesic, Mirta, & Garcia-Retamero, Rocio. (2013). Using Analogies to Communicate Information about Health Risks. Applied Cognitive Psychology, 27(1), 33.
Jowett, R (2002) Multi‐Professional Learning for Nurses: Breaking the Boundaries. Medical Education, 36(7), 685-686