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Team-Based Learning

Team-Based Learning

The Centre works with the Health Faculties in developing and delivering interprofessional, team-based learning activities for students. They all focus upon bringing together students from differing disciplines to learn with, from and about each other in order to enhance their ability to work in effective collaborative teams. The principle activities that are delivered are detailed on their individual pages accessible via the left-side menu.

From our experience and in keeping with frameworks developed internationally, we have adapted and developed a six-competency domain-based framework to shape interprofessional education provision. Learning outcomes associated with IPE are benchmarked against these competency domains:

Team_BasedPracticeLearning_transparent

Task continuity

Learners from differing disciplines gain insight through shared decision-making into how clinical tasks require different professionals to ensure that patients' care becomes a seamless series of interprofessional activities.

Role complementarity

Learners gain an understanding through discussing clinical challenges of how professional roles intersect, are co-dependent, and need to be addressed on a regular basis in order to maintain a shared understanding about and complementary enactment of professional roles.

Reflexive adaptation

Learners come to appreciate the importance of attending to their shared practice and reflexively adapt it to emerging circumstances.

Distributed leadership

Learners learn to recognise the importance of different professionals at different times taking the lead in the care for a patient or patients, depending on their roles and experience. Learners work collaboratively to formulate and evaluate management plans, capitalising on their different backgrounds.

Normative flexibility

Learners through negotiating agreements and compromises assume a flexible attitude towards people's tasks, roles, and general contributions to patients' care.

Emotional intelligence

Learners are able to reflect on and manage the emotional dimensions of their work and professional contributions to care. They participate in shared decision making and actively engage in constructively addressing disagreements and conflicts.

Interprofessional Education ActivityRequirements for Professional Bodies Collaborative Competency Domains
Promoting Patient Safety

NMC 2010: “Learning should be shared with other nursing students, and also with students from other disciplines to improve teamwork and service integration.”

GMC 2016: [Students should have] the opportunity to work and learn with other health and social care professionals and students to support interprofessional multidisciplinary working.”

Joint Professions Statement 2017: “Evidence consistently shows that multi-professional team working delivers better outcomes for patients and more effective and satisfying work for clinicians. Multi-professional work requires flexibility in attitude and behaviour and for professionals to value and respect the distinct contribution each professional makes.”

Pharmacy Standards 2017: “identify and work with the individuals and teams who are involved in the person’s care.”

Physiotherapy Code of Professional Values 2011: “CSP members practise in a range of roles and settings, independently, as first-contact practitioners and as part of multi-disciplinary teams.”

Distributed Leadership

Normative Flexibility

Interprofessional Pain Education

NMC 2010: “Programme providers must ensure that programme content is applied within both a generic and field specific context enabling students to meet the essential and immediate needs of all people and the complex needs of people in their chosen field in relation to … pain”

GMC (Outcomes for Graduates) 2016: “Plan appropriate drug therapy for common indications, including pain and distress. “

Role Complementarity

Normative Flexibility

Distributed Leadership

Collaborative Teamwork in Mental Health

NMC 2010: “Mental health nurses must work with people in a way that values, respects and explores the meaning of their individual lived experiences of mental health problems, to provide person-centred and recovery-focused practice.” “All nurses must understand the roles and responsibilities of other health and social care professionals and seek to work with them collaboratively for the benefit of all who need care.”

GMC (Outcomes for Graduates) 2016: “Formulate a plan for treatment, management and discharge, according to established principles and best evidence, in partnership with the patient, their carers, and other health professionals as appropriate.” “Communicate clearly, sensitively and effectively with patients, their relatives or other carers, and colleagues from the medical and other professions, by listening, sharing and responding.”

HPCP 2016: “You must work in partnership with service users and carers, involving them, where appropriate, in decisions about the care, treatment or other services to be provided.” “You must work in partnership with colleagues, sharing your skills, knowledge and experience where appropriate, for the benefit of service users and carers.” “You must share relevant information, where appropriate, with colleagues involved in the care, treatment or other services provided to a service user.”

Task Continuity

Role Complementarity

Distributed Leadership

Normative Flexibility

Emotional Intelligence

The Prevention of Medication Errors

NMC 2010: “Is competent in the process of medication-related calculation in nursing.”

GMC 2016: “Prescribe drugs safely, effectively and economically.”

Pharmacy Standards 2017: “The quality of care that people receive is improved when pharmacy professionals learn from feedback and incidents, and challenge poor practice and behaviours.”

Task Continuity

Role Complementarity

Reflexive Adaptation

Distributed Leadership

Normative Flexibility

Emotional Intelligence

Full Patient Simulation

NMC 2017: “Students are empowered and supported to become resilient, caring, reflective and lifelong learners who are capable of working in inter-professional teams.”

GMC (Outcomes for Graduates) 2016: “Understand the contribution that effective interdisciplinary teamworking makes to the delivery of safe and high-quality care.” “Work with colleagues in ways that best serve the interests of patients, passing on information and handing over care, demonstrating flexibility, adaptability and a problem-solving approach.” “Demonstrate ability to build team capacity and positive working relationships and undertake various team roles including leadership and the ability to accept leadership by others.”

Joint Professions Statement 2017: “ … maximise the impact of the team in the delivery of patient centred care.”

Physiotherapy Code of Professional Values 2011: “CSP members practice in a range of roles and settings, independently, as first-contact practitioners and as part of multi-disciplinary teams.”

Task Continuity

Role Complementarity 

Reflexive Adaptation

Distributed Leadership

Normative Flexibility

Emotional Intelligence

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