INTERPROFESSIONAL CAPABILITY FRAMEWORK

1 INTERPROFESSIONAL . CAPABILITY FRAMEWORK . Faculty of Health Sciences FROM THE PRO. VICE-CHANCELLOR. nterprofessional education is internationally recognised to be a key strategy for the current and future health workforce to ensure safe, high-quality, client- centred service. The World Health Organisation (2010) mandated that INTERPROFESSIONAL education should be a core component of the health science curriculum. A critical element in embedding IPE in our Faculty has been the development of this FRAMEWORK which provides students, staff and our industry partners with the capabilities we expect our graduates to demonstrate. Pro Vice-Chancellor Professor Michael Berndt CONTENTS. INTERPROFESSIONAL CAPABILITY FRAMEWORK . Background .. 3. Introduction .. 3. Definitions .. 3. Why is collaborative practice important? .. 4. Assumptions underpinning this FRAMEWORK .. 5. The FRAMEWORK .. 5. INTERPROFESSIONAL CAPABILITY CORE ELEMENTS. Client/family/community centred service/care.

2 6. Client safety and quality .. 6. collaborative practice .. 7. collaborative PRACTICE CAPABILITIES. Communication .. 8. Team function .. 9. Role clarification .. 10. Conflict resolution .. 11. Reflection .. 11. REFERENCES 1. INTERPROFESSIONAL INTERPROFESSIONAL . CAPABILITY FRAMEWORK CAPABILITY FRAMEWORK . Background BACKGROUND. INTERPROFESSIONAL education INTERPROFESSIONAL education is is seen seen as as aa necessary necessary step step in in preparing preparing aa collaborative practice-ready collaborative practice-ready health health workforce workforce that that is is better better able able to to respond respond to to local local health health needs needs (world (World Health Health organisation, Organisation, 2010). 2010). at the At the centre centre of of such such collaborative collaborative working working is is the the individual, individual, family family or or community that is involved in the health service or care process. John Gilbert, community that is involved in the health service or care process.

3 John FETY & Q Gilbert, SA U. aa leader leader in in INTERPROFESSIONAL INTERPROFESSIONAL education , education , states states that that learning learning to to be be an an effective effective T A. collaborative worker collaborative worker requires requires both both aa personal personal transformation transformation in in perspective perspective and and N a change in professional identity (cited in Freeth et a change in professional identity (cited in Freeth et al, 2005).al, 2005). mmUnICatIon IE. Co It is important to focus on collaborative acts, programs and services that can LI. te It is important to focus on collaborative acts, programs and services that can CL. achieve more than could be achieved by the same health professionals acting TY. achieve more than could be achieved by the same health professionals acting n am independently. this requires a level of interdependence the occurrence of, tIo FU independently. This requires a level of interdependence the occurrence of, eC.

4 NCt and reliance on, interactions among professionals whereby each is dependent reFl and reliance on, interactions among professionals whereby each is dependent on on the other to accomplish the required goals and tasks. the other to accomplish the required goals and tasks. Ion IntroductIon INTRODUCTION. this FRAMEWORK is designed to provide a model for teaching and assessing the This FRAMEWORK is designed to provide a model for teaching and assessing the capabilities required to be a collaborative practice-ready health professional who Co capabilities required to be a collaborative practice-ready health professional who n can work effectively and efficiently in an INTERPROFESSIONAL team to provide safe, Io nF. can work effectively and efficiently in an INTERPROFESSIONAL team to provide safe, at lIC. high quality service/care to clients, families and communities. CO. CE. IC. re F high-quality service/care to clients, families and communities. rI. t So la lUt barr et et al al (1998).

5 (1998) proposed proposed three three sets sets of of competencies: competencies: LA e C Barr Ion rol TI. L. AC. common held held by by all all professions professions BO Common R AT I V E P R. complementary distinguish Complementary distinguish one one profession profession from from another another collaborative necessary collaborative necessary to to work work together together effectively effectively the focus The focus of of this this FRAMEWORK FRAMEWORK is is on on the the collaborative collaborative competencies competencies or or capabilities. capabilities. DEFINITIONS. defInItIons Client clientrefers refersto tothe theindividual, individual,family familyor orcommunity communitythat thatisisthe thefocus focusof ofthe the health health or or social social service/care. service/care. Safety safetyrefers refersto tothe thephysical, physical,psychological, psychological,environmental environmentalandandcultural culturalaspects aspects of safety.

6 Of safety. INTERPROFESSIONAL education Occasions when two or more professions learn INTERPROFESSIONAL education occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of with, from and about each other to improve collaboration and the quality of care (CAIPE, 2002). The key for effective INTERPROFESSIONAL education is that the care (CaIpe, 2002). the key for effective INTERPROFESSIONAL education is that the learning must be interactive. learning must be interactive. 2 33. Multiprofessional education education when When members of two or more professions learn assuMPtIons ASSUMPTIONS underPInnIng UNDERPINNING tHIs THIS FRAMEWORK FRAMEWORK . Multiprofessional alongside learn alongside one education one another (Freeth another when (Freeth members et al, 2005). et of two learning al, 2005). or more typically Learning professions occurs typically learn in parallel. occurs in assuMPtIons underPInnIng tHIs FRAMEWORK collaborative collaborative practice practice is is critical critical to to client client safety safety and and quality quality of of service service alongside one another (Freeth et al, 2005).

7 Learning typically occurs in parallel. parallel. collaborative practice is critical to client safety and quality of service collaborative practice when multiple health workers from different or care. or care. collaborative practice backgrounds when multiple health workers from different or care. Collaborativework together Practice Whenwith patients, multiple families, health carers workers fromand communities to different INTERPROFESSIONAL INTERPROFESSIONAL education education occurs occurs onon a a continuum continuum fromfrom early early exposure exposure backgrounds deliver high work quality together care with (wHo, patients, 2010). families, carers and communities to INTERPROFESSIONAL to education occurs on a continuum from early exposure backgrounds work together with patients, families, carers and communities to to other professions through to collaborative practice in teams in other professions through to collaborative practice in teams in the the deliver high quality care (wHo, 2010).

8 To othersetting. practice professions through to collaborative practice in teams in the collaborative worker deliver high-quality a collaborative care (WHO, 2010). practice-ready health worker is someone practice setting. collaborative practice setting. who has learnedworker how toawork collaborative practice-ready competently health worker in an INTERPROFESSIONAL is someone team and the The learner learner will will move move through through thethe levels levels atat different different rates rates according according to to collaborative who has Worker learned how A collaborative to work practice-ready competently in an health workerteam INTERPROFESSIONAL is someone and the learner their personalwill andmove through the professional levels at different rates according to experiences. understands the system in which they are working (adapted from wHo, 2010). their personal and professional experiences. who has learned understands thehow to work system competently in which they arein an INTERPROFESSIONAL working (adapted fromteamwHo,and 2010).

9 Atheir personal and professional experiences. A student's student's capacity capacity to to demonstrate demonstrate INTERPROFESSIONAL INTERPROFESSIONAL capabilities capabilities inin understands WHy the system in which Is collaborative they are PractIce working (adapted from WHO, 2010). IMPortant? a student's different capacity to impacted demonstrate INTERPROFESSIONAL capabilities in WHy Is collaborative PractIce IMPortant? different settings will be impacted by their comfort level, familiarity settings will be by their comfort level, familiarity and and different skill settings will be impacted by their comfort level, familiarity and WHY are there IS collaborative . many drivers of thePRACTICE IMPORTANT? need to change the way that health professionals skill set set within within that that context. context. there are many drivers of the need to change the way that health professionals skill set within that context. Figure 1. are educated. these include: tHe There are many drivers of the need to change the way that health professionals are educated.

10 These include: THE FRAMEWORK FRAMEWORK Figure Figure1. Curtin Interprofessional1. are educated. the changing needs of the health service These include: tHe FRAMEWORK theThe FRAMEWORK hashasthree corecoreelements: Curtin Curtin INTERPROFESSIONAL CAPABILITY FRAMEWORK INTERPROFESSIONAL theneed the changing needs of the health The changing needs workers to prepare of the health service for new, emerging roles service. the FRAMEWORK FRAMEWORK has three three core elements: elements: CAPABILITY (brewer CAPABILITY & Jones, FRAMEWORK 2010). FRAMEWORK Client Client centred centred service the regulatory new need to prepare workers for new, emerging roles requirements The need to prepare workers for new, emerging roles. Client centred service service (brewer&&Jones, (Brewer Jones,2010). 2010). Client Client safety safety andand quality new regulatory requirements the Newneeds of rural and remote areas quality FETY.. S AA F E T Y && Q U. regulatory requirements.