Work Based Learning

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Interprofessional Mentorship What is it and how
do we do it? Dr Michelle Marshall
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Introduction

• Joint initiative between Sheffield Hallam
  University and the University of Sheffield
• Funded by the Department of Health and the South
  Yorkshire Workforce Development Confederation
• One of four national leading edge pilot sites for
  Interprofessional Learning

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Aims of project

• To describe rich interprofessional learning
  environments
• Define what students need to learn
• The culture of the workplace to support such
  learning
• The support students need
• The types of learning opportunities that are
  required
• How patients and service users can be involved

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Background

• Terminology
• Mentorship well documented across many
  disciplines
• Reflects facilitative relationships between
  teacher and student
• Across health and social care, practitioners
  carry responsibility for mentoring students
  whilst in practice

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Background
Exploring Mentoring Emphasises that mentorship
should be available to all medical students
(BMA, 2004)
Preparation of Mentors and Teachers and
Placements in Focus Underline the importance of
students receiving high quality mentorship from
practitioners (ENB DOH 2001)
Meeting the Challenge A strategy for the Allied
Health Professionals supervising students is a
key part of every professional practitioners
role (DOH, 200025)
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Defining Interprofessional mentorship

• Interprofessional working how two or more people
  from different professions communicate and
  cooperate to achieve a common goal (Ovretieit
  1997)
• Interprofessional education occasions when two
  or more professions learn from and about each
  other to improve collaboration and quality of
  care (Barr 1997)
• Mentoring the development of facilitative
  relationships between teacher and student, master
  and apprentice and expert and novice (Ryan and
  Brewer 1997)

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Defining Interprofessional Mentorship
Occasions when a health or social care
professional facilitates interprofessional
learning and supervises and assesses students
within the practice setting. (CUILU, 2005)
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Methodology

• Qualitative interviews
• Practitioners (n23) and students (n38)
• From practice pilot sites that were considered
  beacons of good interprofessional practice
• Thematic content analysis using NUDST QSR N6

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Interprofessional Mentorship
Same profession student
Uni-professional knowledge
supervising
facilitating
Interprofessional knowledge
Assessing
Capability Framework
Other profession student
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Interprofessional Mentorship key points

• Facilitation of interprofessional working is
  already happening
• A range of teaching processes are employed
• Interprofessional mentorship is happening but
  does not replace uni-professional mentorship
• Interprofessional knowledge is the focus
• Evaluation of interprofessional encounters takes
  place but the Interprofessional Capability
  Framework facilitates assessment of the
  encounters
• The culture and environment can impact on its
  breadth and scope
• Education and training must be addressed for
  interprofessional mentorship to become a reality

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• www.sheffield.ac.uk/cuilu