Session 1G - Paper 1
Learning together about stroke care: evaluation of interprofessional learning with a service user, nursing and speech and language therapy students
Ms Karen Rawlings-Anderson - School of Health Sciences, City, University of London
Miss Kirsty Harrison - School of Health Sciences, City, University of London
Mr Santanu Vasant - Learning Enhancement and Development (LEaD) City, University of London
This project aimed to enhance health science students’ knowledge and skills of working within an inter-professional team. Inter-professional learning and working are a requirement for health science students, but are limited in current curricula. We will discuss both the challenges and successes of developing and implementing an inter-professional learning session.
This session will be of interest to educators concerned with interdisciplinary/ inter-professional learning. Delegates will gain insight into the challenges, advantages and limitations of setting up inter-professional /interdisciplinary learning sessions.Delegates will have the opportunity to consider and discuss the preliminary results of our evaluation of the project.
Health care students are required to acquire and develop appropriate knowledge, skills and attitudes in order to practise safely and effectively within their profession. Whilst each health profession manages discrete elements of care, they are also required to work within the inter-professional team to ensure that service users/patients receive health-care appropriate to their needs.
There is an expectation that inter-professional education is included in health care curricula and that service user engagement will be at the heart of these learning opportunities (World Health Organisation, 2010; Royal College of Speech and Language Therapists, 2010; Nursing and Midwifery Council, 2010; Le Var, 2002; Towle et al, 2016; Towle et al 2010). However, currently opportunities for inter-professional learning with service users are limited within the School of Health Sciences. To address this issue, the team developed a video case study which was used in three face to face sessions with nursing and speech and language therapy students to stimulate discussion and learning.
This paper will present the students’ evaluation of the inter-professional sessions. Questionnaire and focus group data will be presented focussing on:
- students’ views on how the video enhanced their understanding of working together
- students’ perceptions of their roles within the inter-professional team
- how the students found the inter-professional learning experience
- how students think this inter-professional educational package might impact on their future practice
- the team’s experiences of the challenges and successes of the project and lessons for the future for both health sciences and other disciplines
●This session will be of interest to educators concerned with interdisciplinary/ inter-professional learning
●Delegates will gain insight into the challenges, advantages and limitations of setting up inter-professional /interdisciplinary learning sessions.
●Delegates will have the opportunity to consider and discuss the preliminary results of our evaluation of the project.
Le Var, R.M.H. (2002). ‘Patient involvement in education for enhanced quality of care’, International Nurse Review, 49,219–225.
Nursing and Midwifery Council (2010). Standards for Pre-registration nursing education. London: NMC
Towle, A., Bainbridge, L., Godolphin, W., Katz, A., Kline, C., Lown, B., Madularu, I., Solomon, P. and Thistlethwaite, J. (2010). ‘Active patient involvement in the education of health professionals’, Medical Education, 44, 64-74.
Towle, A., Farrell, C., Gaines, M.E., Godolphin, W., John, G., Kline, C., Lown, B., Morris, P., Symons, J. and Thistlethwaite, J. (2016). ‘The patient's voice in health and social care professional education The Vancouver Statement’, International Journal of Health Governance, 21(1), 18 - 25.
Royal College of Speech and Language Therapists (2010). Guidelines for Pre-registration Speech and Language Therapy Courses in the UK. London : RCSLT
World Health Organisation. (2010). Framework for action on interprofessional education and collaborative practice. Geneva: WHO.