Using an Interprofessional Lens with Assignment 2: Interprofessional Practice Project

Before applying an interprofessional lens to the processes implicit in the Interprofessional Practice Project a definition of some of the terminology used within this discipline is provided. An interprofessional approach is becoming increasingly important in an ever more complicated and interconnected world. In the quest for fully inclusive schools interprofessional learning is a key factor, acknowledging that no one person can have all the expertise or knowledge required for a given situation. (Dettmer, Thurston & Dyck, 2005) Interprofessional Education (IPE) 2 or more professionals or experts learning with, from and about each other so increasing their understanding of each others roles. Developing a shared understanding helps professionals to work more constructively and with more effective results. Interprofessional Practice (IPP) 2 or more professionals or experts working together towards a common goal and shared understanding. It is widely documented that a team of professionals working together will make more accurate and informed decisions than one person in isolation. IPP breaks down the barriers between professionals and experts (family and whanau) creating a culture that values the opinions, skills, knowledge and contribution of every member of the team. This approach results in an increase in the knowledge available to apply to a given situation, sharing of resources and an increase in motivation.

Interprofessional Learning (IPL) Involves 2 or more professionals and experts learning through shared interactions. IPL is the umbrella under which IPP and IEP are interlinked. This is illustrated in the model developed by Mentis, Kearney, and Bevan-Brown (2012).

The key components of IPL are: Values and Ethics Roles and Responsibilities Communication Teamwork Culture

IPL requires collaboration and consultation through partnerships and teamwork and encompasses the idea or learning, with, from and about each other , a central theme of the Specialist Teaching Program and one made explicit in Core Paper assignment 2: Interprofessional Practice Project.

Assignment two focuses on professional and interprofessional practice. The goal is for you to learn WITH, FROM and ABOUT the different specialist areas /professions in this qualification. (Specialist Teaching Core Handbook, 2013, p.26)

http://www.aippen.net/what-is-ipe-ipl-ipp#ipe

The next section in this article examines various models of collaboration in special education and applies these to the Interprofessional Practice Project from an ASD endorsement perspective.

Dettmer, Thurston & Dyck (2005), describe a structure for collaborative school consultation. This has six components:

SPAREM Model S System: individuals working towards a common goal P Perspective: viewpoint

Interprofessional Practice Project Individual ASD endorsement student ASD expert ASD endorsement peers Interprofessional Specialist Teaching peers Purchase Perspective: where the consumer (student) approaches the consultant (ASD expert, other ASD students) for information.

A Approach: formal or informal There was a clear framework for this assignment supporting a formal pathways towards a goal approach: Format for the assignment: There are three parts to this assignment: Part 1. Professional Practice Project Inquiry: Planning for the interview Interviewing Sharing findings with peers Part 2. Designing your professional practice presentation. Part 3. Professional Practice Project Presentation. (Specialist Teaching Core Handbook, 2013, p.27)) The approach used in this project is behavioural, with a clearly outlined problem and specific goal.

R pRototype: pattern or blueprint

E modE: method

Face-to-face and online communication, working individually and feeding back into collaborative groups

M Model: example or template Basic Triadic consultation ( Tharp, 1975, as cited in Dettmer et al., 2005) Collaborative Consultation Model (Tharp and Wetzel, 1969 and Tharp 1975, as cited in Dettmer et al., 2005) These models are represented visually below.

Basic Triadic Consultation Information flows from the consultant to the target though the consultee of mediator. These roles are interchangeable. In part 1 ASD student act as the consultee when interviewing the expert and as the consultant when feeding interview responses back to peers. This model facilitates a time efficient, direct sharing of information. A possible draw back to this approach is the consultant not having the necessary information in hand. This was prompted in part 1 of the Interprofessional Practice Project by sending out questions to the ASD expert prior to the face-to-face interview.

Collaborative Consultation Model This model involves mutual consent, commitment to objectives and shared responsibilities. This was evidenced during the Interprofessional Practice Project not only through structured sharing of information but also through informal sharing of ideas and responses to requests for support.

Saggers, Macartney & Guerin (2012) identified key components of collaboration and collegial teams. Characteristics of Collaboration: Everyones views are equally important Everyone makes valid contributions Respect and trust Reciprocity and mutual exchange of ideas Characteristics of Collegial Teams:

A clear focus Discussion and shared understanding Reaching consensus Identifying and resolving concerns Communicating effectively A democratic approach

These components reflect the characteristics of effective partnerships identified by Guerin (2008). These are represented in the table below and examples of these in the Interprofessional Practice Project explored. Characteristics of supportive and effective partnerships Creating opportunities for authentic dialogue and reflection on such dialogue Examples from Interprofessional Practice Project ASD forums

Like many of you I found the domains we had not covered quite tricky to get my head around. It highlighted for me just how much learning will take place by the end of this year. To help me out I looked at the forum discussion threads for future domains and the types of questions they were asking. (forum post, 28 April, 2013)

Core Paper general forums Whnau group meeting Forum posts responded to promptly Using data collated by peers rather than myself Sharing of handouts and presentations for feedback from peers

Kia Orana Koutou, Please find attached my Power Point for the Block Course. presentation. (forum post, 26 August, 2013) Establishing a trust of, and respect for each other Supportive peer networks Working in a group with collegues from other endorsement areas for the first time at the Block Course 2. I was really worried about working with people I had never met before but it turned out to be not only a great learning experience but a fun one as well!!! (personal email, 28 August, 2013) Valuing each others knowledge Knowledge gained from interviewing ASD experts I was also struggling with knowing who to interview - I guess that is the advantage to us all pooling our questions and then interviews, not only will it give us a cross-country view but will also give us a range of different people. (forum post, 27 April, 2013)

Identification and use of clear structures and focus

Knowledge around presentation methods and handout formats Knowledge of assignment requirements Knowledge of different specialist areas shared in Block Course 2 assignment group Tutor knowledge shared in weekly updates and responses to forum posts. In response to a couple of queries that Mandia and I have had, we thought it best to clarify the presentation requirements for Assignment 2. (forum post, 5 July, 2013) Clear, 3 part, project structure outlined by course tutors (see earlier SPAREM model table for more detail). Creation of a separate forum thread for interview responses to each domain Thanks Fran for posting your questions! I have created a separate thread for us to post our questions to, it just means they are all in one location. I hope that this suits everyone, sorry I think I am a bit ASD myself somedays and I like structure and order. (forum post, 24 April, 2013) Separate forum threads for sharing the collated information Working through domains one at a time rather than one person sharing all their information in one go in the Block Course Assignment 2 group. One member volunteered to set up relevant threads for information to be posted on to. Maree thanks so much for helping us by organising the different domain posting drops, this is really going to help in the analysis because it is going to be a MASSIVE task. (forum post, 11 May, 2013) Some members collated the original interview question ideas, others collated the responses for each domain sharing with the whole group. This could have been more efficient if individuals had indicated which domain responses they were going to collate to avoid doubling up on this work. To help me select interview questions from our shared pool I collated all the questions by domain so that I did not have to flick back and for between responses on this post. I have attached the word doc here just incase anyone else wants to use it.( forum post, 5 May, 2013) Details of ASD experts interviewed were shared with everyone Thanks to those folks undertaking this task. Just a query, as well as the data don't we need the source as well so we can refer to say an OT or RTLB or whoever? (forum post, 11 June, 2013) Requests for clarification of information and responded Just looking at some of the acronyms in my assignment, I've made reference to the CBA and now cannot remember what that refers to, nor find which

Identification of roles within the group

Sharing of roles in observing and teaching

Transparency of resources

Domain it was in, in our shared information . Can anyone help?( forum post, 30 July, 2013) Forum post discussed possible timeline for interview questions to be posted As per the proposals of some of our peers, I thought it might be a good idea to nominate a date for having questions posted to this forum so that we can get onto the interviewsMight I suggest a date of Tuesday April 30th to post our questions to the forum? (forum post, 14 April, 2013) Shared decision making Decision by Block Course 2 Inteprofessional group to adapt the method of sharing information from individual presentations. The way our group present their information Domain by Domain rather that by each individual presentation was also really helpful and, I think, more revealing in noticing differences and similarities as well as enablers and barriers. (Personal communication, email, 2 Sept, 2013) Achieved through the goal of the final presentations being comprised of information collected from all the ASD experts interviewed

Shared ownership and responsibility

Achieved through the shared goal and task of creating a resources representing collaboration in block course groups:

Conclusion
Margison and Shore (2009) identified the risk of specialists becoming overly protective of their

own values and beliefs if they do not work in collaborative, interprofessional situations. This was evidenced by an activity undertaken by both ASD and Blind and Vision students, during Block Course 2. Students were asked to examine a case study of a child with complex needs. In the group I worked with both of the ASD students identified the characteristics of the child as being indicative of ASD whereas the Blind and Vision student interpreted them as representative of a visual impairment. The child had a dual diagnosis of blindness and ASD. This was a powerful demonstration of the importance of interprofessional collaboration in our journey towards full inclusion. The Interprofessional Practice Project has given us a comprehensive experience of the values of working collaboratively both within and across specialist areas. The relationships developed through this task has begun the networking process which we will build on in our own practice. I have already sort advice from colleagues in the Block Course 2 interprofessional group with regards to an artefact around Codes of Ethics in different specialist areas. Nau Te Rourou, Naku Te Rourou, Ka ora te iwi With your basket, and my basket, there will be ample

References
Dettmer, P., Thurston, L., & Dyck, N. (2005). Foundations and Frameworks for Collaborative School Consultation with Special Needs, 5/E. In Consultation, collaboration, and teamwork for students with special needs, 5/E. Pearson and Longman. Retrieved from http://www.ablongman.com/html/productinfo/dettmer5e/0205435238_ch2.pdf Margison, A., & Shore, B. (2009). Interprofessional practice and education in helath care: Their relevance to school psychology. Canadian Journal of School Psychology, 24 , 125-139. Saggers, B., Macartney, B., & Guerin, A. (2012). Developing relationships that support learning and participation. In Teaching in Inclusive School Communities (pp. 209-230). Australia: John Wiley and Sons. University of Canterbury, & Massey University. (2013). Assignment two: Professional practice. Specialist Teaching Programme 254.765/EDST601: Core Theory Information Handbook , 26-31.