CUILU public and patient involvement

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CUILU public and patient involvement

• The Combined Universities Interprofessional
  Learning Unit Sheffield Hallam University and
  University of Sheffield

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CUILU
Major Activities
Interprofessional Teaching Approaches
Interprofessional Capability
Patient/Service user Participation in Education
Interprofessional Mentorship
The Interprofessional Learning Environment
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Methodology
CUILU

• Underlying theoretical perspective Contact
  Hypothesis
• Institutional support
• Equal status
• Positive expectations
• Co-operative atmosphere
• Understanding of differences and similarities
• Working together as equals
• Seeing others as typical not exceptions
• (Amir, 1969 Rothbart and John, 1985 Hewstone
  and Brown 1986 Carpenter 1995 Carpenter and
  Hewstone 1996).

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Interprofessional Capability Framework
Interprofessional skills expected of all
undergraduates of health and social
care Capabilities and competencies derived from
QAA benchmarks Mapped to NMC, GMC, KSK etc
Ethical Practice Knowledge for
Practice Interprofessional Working Reflection
Potential for all graduates to be developed and
assessed as capable inter -professional workers
www.shef.ac.uk/cuilu or http//www.health.ltsn.ac.
uk/news-events/newsbox/cuilu/view Interprofessiona
l Capability A Developing Framework For
Interprofessional Education Journal of Nurse
Education in Practice (in press)
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Major Outputs
Quality indicators the interprofessional
learning environment Developing Interprofessional
Capability in Students of Health and Social Care
Journal of Integrated Care. 12 (4)
12-18 Interprofessional mentorship
Interprofessional Mentorship taking on the
challenge Journal of Integrated Care (in press
April 2005) Best practice guidelines for lay
involvement in student education Involving
Patients and Service Users in Student Learning
developing practice and principles Journal of
Integrated Care (Dec.04) Emergent pedagogy to
support the acquisition of interprofessional
capability validation of the capability
framework Developing a Capability Framework for
Interprofessional Education Nurse Education in
Practice (in press)

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Impact Evidence practitioners

I have a feeling that if you didnt do this
(explicitly focus on IPL), if you didnt try to
guide it, it wouldnt happen. It would be easy
for people to just sit within their own
professional enclaves and, you know not to, pay
even lip service to joined up thinking. The only
way you will get joined up thinking is for people
to actually be directed towards in a friendly,
expert, talented, you know, way. You know what
Im trying to say. Interview quote Medical
Consultant
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Impact evidence organisational level
When we became involved in the CUILU project,
interprofessional teams began to visit the
facility for the first time. Social workers were
among the group and I was worried that they might
find it too clinical and disengage. It was a
tremendous success, and it was a pleasure to
watch how the acute staff engaged with the social
care staff, I really believe it was a rich
learning experience for all. We now offer places
to all staff, both health and social care. No
longer do we question social care involvement, we
encourage it!Interview quote Head of Education
and training NHS Trust
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Different ways of supporting service user
patient involvement- bringing the patient
inEmotional processEmpowermentMindfulnessHi
gh impact

• Giving story
• As assessors
• Simulation
• Role Play

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Good Practice Guidelines

• Collaboration
• Preparation
• Support
• Communication
• Debrief

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Check List

• Time and resources for working relationships, and
  developing collaboration
• Information pack
• Risk Assessment, Health Safety
• Accessibility and hospitality
• Training and support
• Preparation of students
• Clear learning outcomes
• Debrief for students and participants
• Pay, expenses and reimbursement

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Testing the Guidelines- Rotherham Stroke Unit and
Stroke User Group

• 4 sessions
• 1. How to set goals with patient using case study
• 2. Develop a philosophy of collaborative working
• 3. Write an evaluation form for patients and
  carers to use about the care they received from
  hospital
• 4.Clinical simulation exercise based on service
  user and patient scenario

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Rotherham outcomes

• Collaboration added as an additional guideline
• Developed Kate as a case study CD interactive
  resource
• Student evaluations- patient perspective and
  interprofessional aspect

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Some student Evaluations

• Patient rights and their care should be focused
  around them patient being in control
• Carols input was excellent. She raised many
  points I had not considered, like how vulnerable
  a patient can feel
• Really understood role of social workers
• Listening to the patient experience and seeing a
  new perspective

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Interprofessional Patient Assessment Tool

• Devised as a peer review assessment tool
• for medical students
• 11 item likert scaledid students work in
  collaboration with patient? etc
• Provided framework for engagement emotional
  process, stepping on toes, providing what was
  needed

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Hard to Reach Hard to Engage Simulation -

• Joe (child mannequin) - students able to practise
  working through care pathway talking to, mum and
  each other and learning to cooperate together
• Mannequin called Doug with meningitis, and
  critically ill students learnt to work as
  interprofessional team in providing care
• (Montague and Hallam Simuation Centres)

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Simulation -

• Observe how team communicates in stressful
  situations
• Learnt more about team roles, and information
  other professions required
• Safety Zone - simulation presents opportunity to
  explore a reality based scenario, as a team, to
  make mistakes, debrief and re-practice in safety

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Role Play

• Young drug user with complex needs, aggressive
  behaviour acted out by using their own
  experiences of mental health and substance
  misuse.
• Good practice guidelines

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Role play evaluations

• Dealing with an unknown setting and expecting
  myself to deal with it professionally
• Insight into how drug users feel about the
  hospital setting
• Working together as a team empowered Greg
• Knowing what to ask and how to build trust with
  patient
• A team that could work together included both
  patient and family as team members
• Learnt more about the training of other team
  members and the different legislation/duty of
  care

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Reflection Practice

• Understand own personal frameworks and impact on
  interactions
• The student told me that after the session we
  did with the acting drug user, she felt
  confident about admitting a patient the next day
  with those same problems, it went really well and
  the session had directly helped her.
• Field note CUILU team member

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Impact Evidence patients/clients

• They (the students) were keen to learn about us,
  . for us
• And if you can better care at the end of the
  day, its worthwhile
• Its educational for everybody (us too)
• You hope theyll carry it forwards, dont you
• Quotes from lay participant interviews

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Learning through role play

• Learning in which the patient/service user
  perspective is central is powerful
• Learning based on meeting the needs of patients
  in real situations promotes understanding and
  collaboration
• Hard to engage groups can be brought into the
  learning context for the benefits of students,
  and in turn for those requiring care

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Thank you

• With many thanks to the PPAG and the Rotherham
  Stroke Support Group for all their support
• In memory of Sarah Pierce

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Good Practice Guidelines

• CHECKLIST
• Consider time and resources for working
  relationships, and developing collaboration
• Information pack
• Risk Assessment/disability access/health and
  safety
• Accessibility and hospitality
• Training and support
• Preparation of students
• Clear learning outcomes
• Debrief for students and participants
• Pay, expenses and reimbursement

• Collaboration
• Preparation
• Support
• Communication
• Debrief