TEAMS IN INTERPROFESSIONAL PRACTICE

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B022651
Module Leader Wendy Smith
School School of Health and Life Sciences
Subject SHLS - School Office
Trimesters
  • A (September start)
  • B (January start)

Pre-Requisite Knowledge

Successful completion of level 1 and level 2 modules, or equivalent

Summary of Content

This module builds on students' previous exposure to interprofessional education at Levels 1 and 2 and seeks to develop their competence of interprofessional teamwork as a means of providing safe and effective interprofessional care. Students will be introduced to the actual experience of interprofessional teamwork in health and social care through the use of authentic simulation assisted scenarios. The simulated scenarios will address real-world professional practice situations where interprofessional teamwork is essential. Psychological and sociological factors inherent in effective and non-effective teamwork will be considered critically from a theoretical and practical perspective. The module will introduce students to the wider knowledge base of 'human factors' and will facilitate the application of human factors knowledge to their simulated experience as well as prepare them for transferring this knowledge to the real world. Students will have the opportunity to experience scenarios from their own professional perspective as well as that of others. In doing so, students will develop their knowledge and understanding of the different roles, responsibilities and expertise within the interprofessional health and social care team. Critical reflection will be encouraged as a means of improving individual and interprofessional team skills.

Syllabus

The rules of simulation Roles, responsibilities and expertise within the interprofessional health and social care team Psychological and sociological factors inherent in effective and non-effective teamwork Understanding personal and group roles in interprofessional practice Leadership and followership in interprofessional practice Human factors - developing a positive safety culture in teams Human factors - making care and work safer in teams Communication in teams Dealing with conflict in teams Measuring team effectiveness Giving and receiving effective feedback relating to team performance Whistleblowing and dealing with poor performance Global citizenship and interprofessional practice Decision making in teams

Learning Outcomes

On successful completion of this module the student should be able to:1.Demonstrate effective interprofessional teamwork through active participation in the simulated learning environment2.Demonstrate understanding of the different roles, responsibilities and expertise within the interprofessional health and social care team3.Critically evaluate one's own and other's practice and relationships relating to the delivery of safe and effective teamwork 4.Demonstrate and apply knowledge of human factors in the delivery of safe and effective teamwork5.Demonstrate understanding of cultural diversity and the need for cultural competence for safe and effective teamwork.6.Critically analyse the psychological and sociological factors inherent in effective and non-effective teamwork7.Demonstrate and evaluate one's ability to give and receive effective feedback relating to team performance

Teaching / Learning Strategy

This module will blend a number of different learning and teaching methods with the simulation of authentic professional practice scenarios at the core. Keynote lectures will be complimented by small interprofessional simulated learning seminar groups where the students will actively participate in the simulation of professional practice scenarios. Each session will involve an introductory briefing after which students will work in interprofessional groups to explore and apply the theories of communication, collaboration and teamwork that they have been asked to consider. A range of teaching and learning activities will be utilised to develop student learning and engagement including role play, directed teaching, experiential learning assisted by feedback, reflective learning, mind maps and group discussions. Debriefing will also be integral to all sessions. Practitioner, service user and carer perspectives will be embedded in the module by digital means.

Indicative Reading

Back, K. & Back, K. 2005. Assertiveness at work: A practical guide to handing awkward situations, McGraw-Hill. Buckley S, <http://informahealthcare.com/action/doSearch?action=runSearch&type=advanced&result=true&prevSearch=%2Bauthorsfield%3A%28Buckley%2C+Sharon%29>Hensman M, Thomas S, <http://informahealthcare.com/action/doSearch?action=runSearch&type=advanced&result=true&prevSearch=%2Bauthorsfield%3A%28Thomas%2C+Susan%29>Dudley R, <http://informahealthcare.com/action/doSearch?action=runSearch&type=advanced&result=true&prevSearch=%2Bauthorsfield%3A%28Dudley%2C+Robert%29>Nevin G, <http://informahealthcare.com/action/doSearch?action=runSearch&type=advanced&result=true&prevSearch=%2Bauthorsfield%3A%28Nevin%2C+Geraldine%29>Coleman J. 2012. Developing interprofessional simulation in the undergraduate setting: Experience with five different professional groups. Journal of Interprofessional Care, Vol. 26, No. 5 , Pages 362-369 Flin R., O'Connor P., Crichton M. 2008. Safety at The Sharp End: A Guide to Non-Technical Skills, Ashgate Hughes, R. G. 2008. Patient Safety and Quality, an Evidence-Based Handbook for Nurses, Agency for Healthcare Research and Quality (US). Available at: <http://www.ncbi.nlm.nih.gov/books/NBK2651/> [Accessed 20 June 2013]. Jasper M. 2003. Beginning Reflective Practice. Nelson Thomas. Pollard K., Thomas J., Miers M. 2009. Understanding Interprofessional Working in Health and Social Care: Theory and Practice. Palgrave Macmillan Reason, J. 2008. The Human Contribution, Unsafe Acts, Accidents and Heroic Recoveries Reeves S., Lewin S., Espin S., Zwarenstein M. 2010. Interprofessional Teamwork in Health and Social Care . Wiley-Blackwell. Reeves S, Macmillan K, van Soeren M. Leadership of interprofessional health and social care teams: a socio-historical analysis. J Nurs Manag. 2010 Apr;18(3):258-64. Russell, L. 2013. Sociology for Health Professionals. Sage Publication Ltd. van Servellen, G., 2009. Communication Skills for the Health Care Professional. Concepts, Practice, and Evidence, 2 nd edn, Jones and Bartlett Publishers International. World Health Organisation. 2009. Human Factors in Patient Safety, Review of Topic and Tools, World Health Organisation. Available at: <http://www.who.int/patientsafety/research/methods_measures/human_factors/human_factors_review.pdf> [Accessed 20 June 2013].

Transferrable Skills

In undertaking this module students will have the opportunity to develop in the following areas: Collaboration; Communication; Interpersonal skills; Interprofessional teamwork, Task prioritisation and time management; Critical reflection on practice; Peer and self assessment skills. This will build on transferable skills developed in Levels 1 and 2 and will encourage greater critical thinking.

Module Structure

Activity Total Hours
Assessment (FT) 20.00
Practicals (FT) 25.00
Independent Learning (FT) 147.00
Lectures (FT) 8.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 50.00 35% Reflective Essay 1500 words
Exam (School) n/a 50.00 35% TOSPE (Team Observed Structured Professional Encounter)