Improving teams to deliver common learning

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Improving teams to deliver common learning
Professor Debra Humphris, Director, New
Generation Project
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Four Themes

• Practice the limit to growth and quality?
• Whole system approach to learning in
  organisations
• Investing to promote effective teamwork
• The challenge of innovation and evaluation

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New Generation Project

• University of Southampton - integrated faculty
  
• Practice A decade of experience
• Strategy University and Faculty sign up
• Collaborative working with University of
  Portsmouth Workforce Development
  Confederation
• DoH Investment - Leading edge site
• Multifaceted research evaluation imperative

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Widening access and entry
New pathways partners
Developing an interprofessional Common Learning
Programme
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Yr 1
Yr 2
Yr 3
Yr 4
Yr 5
1A
Profession specific learning
Inter Professional Learning Unit
Learning in Common
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Practice the limit to growth and quality?
Structural and cultural factors
Capacity of practice staff
Modes of delivery
Number of learners
Practice learning requirements
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A few questions

• How should the regulations about practice
  learning reflect the changes in the reality
  of services?
• Should the concern be about competence?
• How could resources flow to incentivise
  innovation in learning?
• Will the MPET review delivery support for all
  learning in practice?

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• Recommendation 14 The National Agency for
  Children and Families should require each of the
  training bodies covering the services provided by
  doctors, nurses, teachers, police officers,
  officers working in housing departments, and
  social workers to demonstrate that effective
  joint working between each of these professional
  groups features in their national training
  programmes. (paragraph 17.114)

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Whole system approach to learning in
organisations Team learning
the relatively unaligned team is wasted energy.
Individuals may work extraordinarily hard, but
their efforts do not efficiently translate to
team effort
Senge (1990)
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Team learning
Individual do not sacrifice their personal
interests to the larger team rather the shared
vision become an extension of personal
visions..aligned is necessary to enable
individuals to empower the team
Senge (1990)
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Effective health care teams

• Teams that work well together are more effective
  and more innovative
• The clearer the teams objectives, the higher the
  support of innovation and the more effective is
  the team in delivering high quality health care.
• Multidisciplinary teams that work well together
  bring together alternative and competing
  perspectives which are carefully discussed and
  lead to better quality decision about patient
  care.
• Where more employees work in a team the death
  rate is significantly lower

(Borrill et al 2003)
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Health Professions Education A bridge to quality
Although the academic environment of various
health professions generally are not
interdisciplinary, practice environments are
increasingly so, posing a serious disconnect.
experiments that will enable and create
incentives for health professionals to integrate
interdisciplinary approaches into educational or
practice settings,
(IOM 2003)
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Relationship among core competencies for health
professionals (IOM 2003)
Work in Interdisciplinary Teams
Employ evidence based practice
Patient Centred Care
Apply Quality Improvement
Utilise Informatics
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Small changes, big difference
Audit of practice
Facilitator training
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Investing to promote effective teamwork
Investing in practice Interprofessional
Facilitators hosted in practice working with
teams
Interprofessional Facilitator development
Questions How should WDCs, SHAs and Social
Care organisations incentivise team working
within organisations? How are people trained for
team working?
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The challenge of innovation evaluation

• How do we consider the impact of practice
  learning when so much in the context of
  practice is changing?

Finally. If teams are critical to future care
should they not be the model of learning in
practice?
There is a profound disconnect between current
role orientated, isolated academic preparation
and practice environments that rely on teams or
wish to do so
Stumpf Clark
(1999)