Week 4 Flashcards
(12 cards)
Why is training for multidisciplinary practice necessary?
Changes in Delivery Models for Health Care
Prepare individuals for collaborative practice
Learn to work in teams
Develop service to improve care – reduce risk
Improve quality of life (Barr, 2007)
What is the evidence?
BEME Review
–A best evidence systematic review of interprofessional education (Hammick, Freeth, Koppel, Reeves & Barr, 2007)
–A BEME systematic review of the effects of interprofessional education: BEME guide no. 39 (Reeves et al., 2016)
Cochrane Review
—Interprofessional education: effects on professional practice and health care outcomes. Cochrane Systematic Review (Reeves, Zwaestein, Goldman, Barr, Freeth, Hammick, & Koppel, 2008)
What is the evidence? part 2
generally well received, enabling knowledge and skills necessary for collaborative working to be learn
it is less able to positively influence attitudes and perceptions towards others in the service delivery team (before 2016)- There is more limited, but growing, evidence related to changes in behavior, organizational practice, and benefits to patients/clients. (2016 limitations)
learners respond well to IPE, their attitudes and perceptions of one another improve, and they report increases in collaborative knowledge and skills.
Why focus on multi-disciplinary practice?
Students are taught in universities in ‘silos’ and yet go out to work in a range of settings with other professionals and often do not know much about other disciplinary perspectives
Multidisciplinary Mental Health
Cross-Disciplinary vs Interprofessional vs Multidisciplinary
Cross-disciplinary
—-Academic disciplines that form an important cross-disciplinary area or network ALTC Leadership for Excellence in Teaching and Learning Program Guidelines
Interprofessional
—-Two or more professions learning from and about each other to improve collaboration and quality of service (Canadian Collaborative Mental Health Initiative, 2006)
Multidisciplinary
—–Teams of individuals from varying disciplines applying the methods and approaches of their respective disciplines (AHMAC, 2002, p.45)
Cross-disciplinary education for inter-professional learning and multidisciplinary practice
Cross-disciplinary education:
–opportunities for educators to model respect for other disciplinary perspectives
leads to»_space;
Inter-professional learning:
opportunities for students to learn with and from each other
leads to»_space;
Multidisciplinary placement practice:
Opportunities for students to focus explicitly on the processes and functions of working in multidisciplinary teams
National Practice Standards for the Mental Health Workforce (2013)
the important ones for ipl are
Integration and partnership
Ethical practice and professional development responsibility
What guides good multi-disciplinary teamwork in Australia?
In mental health practice, the National Practice Standards for the Mental Health Workforce (2013) are the workforce benchmark – concerned with knowledge, skills and attitudes:
Recognised mental health professions are:
- Mental health nursing
- Occupational therapy
- Psychology
- Psychiatry
- Social work
Standard 9 Integration and Partnership
Standard 13 Ethical Practice and Professional Responsibility
Why are attitudes important?
Attitudes to cross-disciplinary learning
—Attitudes of health professionals towards their own and other professional disciplines are likely to influence their willingness to collaborate in inter-professional teams.
—Students of nursing and other health professions identify strongly with their chosen profession from the start of their pre-registration education.
—Little is known about changes in professional identity and inter-professional attitudes of students during the course of pre-registration education.
Framework for cross disciplinary education in multidisciplinary mental health practice
Respect for consumers and carers > Informed and integrated best practice & self care > Awareness of own discipline and agency policies and procedures > Awareness of other disciplines values, ethics and scope of practice > Respect for colleagues from other disciplines & > (back to respect for consumers and carers)
necessity of respect for all, knowing one’s own disciplinary perspective, but also having an idea of other disciplinary perspectives and the importance of the client/consumer/patient and their relatives/ carers to ensure that an integrated approach to care is achieved
Partnerships in Action
Client is in the centre,
then on the next level up is the family, consumer orgs, other significant social supports
then outer ring is the multidisciplinary team of:
MHNurse, OT, Psychiatrist, Social Worker, Other Mental Health and Health Professionals, Psychologist. whom are all interconnected
POEM
Philosophy or historical background for each discipline
Ontology: how members of the specific discipline join with the client on their journey with mental illness
Epistemology: theory or grounds for what knowledge is necessary to practice
Methods used when working with clients
