CUILU Public and Patient Involvement

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CUILU Public and Patient Involvement
Shared Experiences in interprofessional learning

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

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Project Work
Interprofessional Patient Assessment Tool (IPAT)
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Background Policy
Service User involvement is a central tenet of
IPL (Barr 2002)
Patients as assessors Frisby (2001) and Cole
(1994)
Expert Patient Programme (DoH 2002), Wilson
(2001)
Service users were the most commonly and
enthusiastically cited source of learning content
for collaborative practice. Research Report for
Development of Degree in Social Work.
Whittingdon (2003)
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Students Perspectives

• Achieve greater understanding of the patient
  journey
• Learning experience is practical and relevant
• Chance to listen to and talk with service users
  and learn from their experience
• Enables reflection on roles and relationships
  with other professionals
• Helps situate own professions contribution to
  the patient journey

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Patients Perspectives

• Opportunity to give something back
• Using experience to campaign for improvement in
  services
• Raise communication issues- emphasises the
  importance of communicating well
• Some have teaching backgrounds- enables
  continuance of skills despite life change related
  to health problems
• People feel they are enabled through
  participation to make a difference

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Students and Patients Perspectives

• The patient may not always be feeling well enough
  to be involved
• Reliving the story can be traumatic
• Feeling vulnerable in sharing the story or being
  perceived as complaining when the experience has
  been negative
• Students worrying about overburdening the patient
• The knowledgeable patient can leave the student
  feeling threatened

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Development of IPAT

• Devised from SPRAT Sheffield Patient Rating
  Assessment Tool (Archer, Davies 2004)
• SPRAT used in pediatric settings to allow
  parent/patient assessment of medics communication
  skills
• Combined with CUILU Capability Framework, Domain
  Interprofessional Working ltwww.sheffield.ac.uk/cu
  ilugt

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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
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Collaboration

• Public and Patient Advisory Group
• a positive partnership of 23 members
• Acute Patient Forum Forging Ahead Project
• Expert Patient Programme
• Epilepsy Focus Group
• Sheffield Cancer Advisory Services
• Interpretation Services
• Newsletter
• Word of mouth
• Pilot Site Stroke Support User Group

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• PPAG Guidelines for good practice
• Collaboration
• Communication
• Support
• Debrief
• Visit www.sheffield.ac.uk/cuilu for guide
• Pilot Site User Group Stroke Support Group

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Collaboration and involvement
fostered through orientating the participants to

• Project aspirations
• IPL objectives for students
• preparation for assessment
• direct teaching experience in the seminars.
• Service users were encouraged to take an active
  role
• CUILU team members were critically reflective of
  their input in providing quality to the
  collaborative experience

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Collaboration and involvement

• Working with practitioners in pilot site to
  develop fictitious case study used in seminars
• Seminar used case study as vehicle to explore
  interprofessional working
• IPAT assessed team interprofessional working

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Piloting process of IPAT

• Working with Stroke Group over 6 month period, 4
  CUILU team members
• 7 members of stroke user group
• Working in pairs, opting for a seminar
• Orientated to the assessment tool
• Participated in seminar, sharing perspectives,
  asking questions, assessing

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Results of piloting IPAT

• Assessment of students by service user group
  matched anticipated scores for level of
  training/experience of students
• Focus group held with PPAG and participants from
  Stroke Support User Group (n5), to gain their
  experience of developing and piloting IPAT

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Results of piloting IPAT Themes

• Boundary shifts/ reciprocity
• I What was it like being someone who assesses
  students what did that feel like. I bet that was
  new thing for you to do
• R1 Well you got to be careful how you do it
  havent you
• R2 Did any of them need any support afterwards?
• R1 Well I think you do when youre a patient
  dont you up to a point. Because you are, well
  you are looking to them to take up their time,
  theyre the professionals. And you have that in
  the back of your mind. While youre in hospital
  and you come out and think differently.

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Results of piloting IPAT Themes

• Preparation and collaboration
• I Yes its all framed as in thats what we are
  doing looking at how groups are working well
  together, rather than any individual on their own
• P1 Did they work in a non-judgemental way to
  enable the team to work together?
• P2 .Thats the whole point
• I Was there anything missing do you think
• P1 No I dont think so no

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Results of piloting IPAT Themes

• Position as expert
• I The thing is who is better to assess the
  student
• R1 Us (laughter-agreement) as patients
• R2 1 Yes
• R3 And thats important
• R2 At one time you couldnt touch doctors
• (Laughter)
• R2 But now they are seeing sense that they
  could, be more educated form the patients

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Conclusion

• Foregrounding the value of patient experiences
  using a structured framework
• Legitismising contribution through participation
  in project
• Providing a sense of ownership
• Providing a perspective to assessment

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Conclusion

• Structured tool can provide opportunities to be
  involved in education other then telling their
  story
• Students value the patient perspective

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Post-presentation slide for information

• There is a downloadable PDF of the
  interprofessional patient assessment tool
  available on the CUILU web site