Collaborative Practice: Paslawski,T., Hatch, T., King, S., & McFarlane, L.
Innovations and opportunities for ongoing professional development Enhancing collaborative practice requires engagement of, and partnerships across, academic, regulatory and practice sectors. The Interprofessional (IP) Learning Pathway can be used as a framework to develop, implement, evaluate and improve IP practice as illustrated by these examples from SLP practice in Alberta and SLP education at the University of Alberta.
Continuing Competence Goal (CCG): Community Practice Example Goal: To demonstrate advanced skills in IP Collaboration by developing patient resources to support their involvement in IP care. Learning Activity 1: Collaborate with other team members to identify facilitators of, and barriers to, patient involvement. Learning Activity 2: Create working group to do literature review about patient involvement - with possible involvement of U of A Faculty. Learning Activity 3: Develop draft materials, resources, and /or procedures for review by program manager.
Continuing Competence Goal (CCG): Teaching and Learning Example Goal: To enhance knowledge of IP Collaboration and develop teaching skills in this context. Learning Activity 1: Provide shadowing experience for a student from another discipline. Learning Activity 2: Attend facilitator workshop to prepare to cofacilitate IPC course. Learning Activity 3: Co-facilitate IPC course.
Continuing Professional Development:
Goals based on high level Integration of competencies for individual development, or to support functioning within an IP team.
Role Clarification Communication
Curriculum Development:
Enhancement of IP Competencies in design of new curriculum in Department of Communication Sciences and Disorders. Teaching and Learning: ACSLPA representatives share knowledge with early learners at IP Launch. Clinicians: • Share knowledge with students at IP Launch • Build facilitation skills through IPC course • Support learning and develop teaching skills in clinical placements.
Clinician Opportunities
PatientCentred Care
Collaboration
INTEGRATION: Entry to Practice Role Clarification Communication
PatientCentred Care
Collaboration
UA IP Competency Framework
Faculty Activities
Research/Evaluation:
Student Activities
Research/Evaluation:
Curriculum Development: A blended learning initiative has begun for the IPC course to allow for greater flexibility in teaching and learning and to support distance learning opportunities. Instructor Support: Virtual Interprofessional Education Resource (VIPER) Centre is an online portal that provides select IP resources for students, faculty members and clinical educators. www.hserc.ualberta.ca/en/ TeachingandLearning/VIPER.aspx
IP Launch: Exposure to IP Competencies during ½ day event across Health Science Faculties. IP Collaboration (IPC) Course: Immersion in IP Competencies during course taken by all health science students. Education IP Seminar: Immersion in IP Competencies during case-based seminar with education students. Clinical Placements: Integration of IP Competencies during internal and external clinical placements in education and health-care settings.
Workplace experiential learning projects developed and evaluated in collaboration with practice.
Focus is on the student experience and their learning; educational models to support development of IP competencies, development and evaluation of modules to support development of collaborative practice skills.
Campus Innovations
Conclusion: Partnering across sectors builds capacity for collaborative practice. This capacity is realized through individual, team and program engagement in collaborative initiatives and continuing development of collaborative competencies.
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