This unit of study both integrates the capabilities that students have developed earlier in their courses and prepares students for practice in an interprofessional setting. It is based on the principle that "Interprofessional education occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care" (CAIPE, 2002).

It focuses on developing five (5) interprofessional capabilities: interprofessional teamwork, interprofessional communication, navigating interprofessional conflict, professional roles and identities, and critical reflection on interprofessional practice.

The unit does this in three phases: the first (Expose) raises key issues in interprofessional practice using a scenario-based learning approach, the second (Immerse) uses simulation to explore interprofessional practice in the classroom and the third (Experience) involves students attending fieldtrip placements for 3 days as interprofessional observers at a variety of relevant venues. The focus throughout is on students becoming effective interprofessional practitioners and how they can put this knowledge into action in a clinical setting.

Unit details

Location:
Study level:
Undergraduate
Credit points:
12
Unit code:
HIP3001

Prerequisites

HMB3101 - Complex Midwifery 2

HMB3102 - Midwifery Professional Practice 2

HNB2106 - Professional Practice 2

HNB2205 - Nursing and Acute Care 2

HNB2206 - Nursing and Mental Health 2

HNB2207 - Professional Practice 3

HNB3102 - Nursing Professional Practice 2

HFB2223 - Clinical Practice 4

Pre-requisites as follows: - HBNB: HNB2106, HNB2205, HNB2206, HNB2207, RBM2202. - HBMA: HMB3101, HMB3102, HNB2205, HNB3102. - HBPD: HFB2223

Co-requisites

Co-requisites as follows: - Bachelor of Nursing (HBNB): HNB3124 - Bachelor of Midwifery/Bachelor of Nursing (HBMA): HMB3201

Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Practice effectively as an adaptable, capable and ethical member of an interprofessional team, using their understanding of themselves and of other professional roles to achieve holistic client health goals;  
  2. Within the simulated environment, communicate effectively with clients and with other professionals in an interprofessional team setting to critically evaluate priorities and articulate key issues in solving complex health problems;  
  3. Within the simulated environment, advise clients and colleagues of their own professional role and the roles of other professionals in the context of interprofessional practice;  
  4. Predict and manage interprofessional disagreement and conflict by respecting and valuing the diversity of complementary professional roles;  
  5. Critically reflect upon their own performance and that of their team members, informed by theoretical perspectives of interprofessional practice.  

Assessment

Assessment type Description Grade
Test Two (2) MCQ Online Tests (30 minutes each) 20%
Report Reflective report informed by theory (Exposure and Immersion, approx. 1000 words) 30%
Poster Supervisor grade based on observation and self, peer and client assessment (A3 size, approx. 1000 words) 30%
Other Tutor-moderated self and peer assessment of poster presentation 20%

Required reading

Being interprofessional
Hammick, M. Freeth, Copperman, J. Goodsman, D. (2009)
Cambridge: Polity Press

Framework for action on interprofessional education & collaborative practice
World Health Organization. (2010)
Geneva: WHO

Where to next?

As part of a course

This unit is studied as part of the following courses. Refer to the course page for information on how to apply for the course.

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