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).
Interprofessional Practice focuses on developing five 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 in working for ten days as interprofessional practitioners in the Victoria University Interprofessional Clinic (VUIC) on the Werribee Campus. The focus throughout is on students becoming effective interprofessional practitioners and how they can put this knowledge into practice in a clinical setting.
|1.||Practice effectively as a member of an interprofessional team providing client-centred care and critically appraise the effectiveness of their own contributions;|
|2.||Adapt their oral, written, graphical and non-verbal communication strategies to the needs of clients and other professionals;|
|3.||Informed by theory, analyse student's own professional role and the roles of other professionals in the context of interprofessional practice;|
|4.||Critically reflect on the strategies used by the interprofessional team to manage interprofessional disagreement and conflict;|
|5.||Improve their own performance and that of their interprofessional team by critical reflection and reference to theoretical perspectives of interprofessional practice.|
|Other||Tutor-moderated self- and peer-assessment (Expose and Immerse, approx. 1500 words)||20%|
|Other||Tutor-moderated self- and peer-assessment (Experience, approx 1500 words)||30%|
|Report||Reflective report informed by theory (Experience, approx. 4000 words)||20%|
|Performance||Supervisor grade based on observation and self, peer and client assessment (Experience, approx. 500 words)||30%|
Hammick, M., Freeth, D., Copperman, J., Goodsman, D., (2009)
Cambridge: Polity Press.
Framework for action on interprofessional education & collaborative practice
World Health Organization (2010)
Where to next?
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