The IPE Process Model at Otago

External and internal institutional environment

Issue identification

Monitoring/research/ Analysis and evaluation consultation of Interprofessional Governance issues and needs Education Campus IPE groups & Centre collaborations Division of Health Sciences

Implementation Policy/system otago.ac.nz/ipe development and coordination

Programme design and decision-making

The process model is intended to: Be clear, fair and workable for diverse constituencies Be flexible enough to incorporate a “mixed” system of policy-driven, curriculum- shaping, curriculum-aligned, and evidence-based IPE activities Enable equity and voice for all constituents Support communication and conflict resolution More Information Support iterative – including multi-site – implementation While information in this publication is, as far as possible, Be oriented to consolidation and continuous improvement. accurate at time of printing, details are subject to change. Website: www.otago.ac.nz/ipe The process model incorporates these core ideas: or email: The development of policies, frameworks and guidelines can arise at different points Professor Sue Pullon, IPE Director, [email protected] (IPE governance structures, IPE Centre, IPE campus groups, existing and new IPE initiatives/activities/teaching teams/partnerships) Ashley Symes, IPE Centre Manager, [email protected] Christine Wilson, Tairāwhiti Interprofessional Education Wherever they arise, these ideas feed into a clear process of logical steps that Programme Manager, [email protected] ultimately supports selection of specific policies, frameworks or models, and their implementation, monitoring, evaluation and review This process flow allows Divisional IPE Governance to exercise strategic oversight and policy formulation roles as mandated, including establishing linkages with Curriculum Committees and other key committees Centre for Interprofessional Education The process flow facilitates initiative or innovation at other levels Division of Health Sciences The process flow facilitates formal evaluation/review of existing IPE activities The process of successive steps does not preclude different weighting of the steps in different cases – e.g. some issues may require extensive consultation, some less.

* Model modified from: Althaus, C., Bridgman, P. & Davis, G. (2013) The Australian Policy Handbook. IPE at the University of Otago The IPE Conceptual Model at Otago

Interprofessional education (IPE) is an approach to learning that requires planned interaction among learners from different professions. It is defined as: Contextual drivers Interprofessional capability Learning progression Occasions when two or more professions learn with, from and about each other to improve collaboration and quality of care. — The Centre for the Advancement of Interprofessional tural Compet Education, 2002. Cul enc e

Worldwide, there is recognition that learning and collaborating interprofessionally Serendipitous interprofessional learning es m in the health care environment results in better care for patients and clients. Global context o tc hip Acknowledging this, the Division of Health Sciences has a strategic vision to establish u ders Tea O ea m

Post-registration IPE Otago as a national leader in interprofessional education across the L Fu NZ health system and ve n i c health professions. t t a io population priorities r Q o n i u b n la g a To achieve this vision, a Divisional IPE Strategic Plan aims to achieve the Reducing inequity l l o i t e C following objectives: y c

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Others in the matrix of IPE linkages and relationships include: Accountability

The Tairāwhiti Interprofessional Education Programme IPE activities and teams based at other regional sites Interprofessional capability IPE partner institutions, including other tertiary institutions, District Health Boards, Contextual drivers Learning progression professional bodies and community organizations. The contemporary global context for health care is driven Health and education systems centre on the needs of the IPE competencies (capabilities) are acquired through by needs for sustainability, efficiency and high-quality care patient/client/family/community stepped levels, as students and professionals progressively for patients/clients learn with, from and about each other Health and education systems are bridged by a capability The New Zealand context for health care is driven by framework for pre-and post-registration professionals: Interprofessional learning may be serendipitous in informal special obligations under the Treaty of Waitangi, and the IPE competencies lay the foundation for clinical outcomes settings particular needs of Māori, Pacific, rural and disadvantaged Capabilities developed through IPE in health professional IPE requires planned interaction and formal learning populations programmes are applied and consolidated collaboratively activities scaffolded through the curriculum, and assessed Health and education systems share contextual drivers in clinical and workplace settings to support progression and respond through innovation and partnership to IPE competencies are acquired to support and integrate support changes in health delivery systems with Otago/Health Sciences graduate profiles

Tairāwhiti: Complex Immersion IPE IPE Models and Modules

“Kia kotahi te hoe o tō tātau waka—let us paddle in unison” Teaching teams at Otago campus and regional sites have developed and evaluated robust IPE models: Te Hōtaka Ranga Ngaio-Maha o te Tairāwhiti (Tairāwhiti Interprofessional INVOLVE long-term conditions management, Wellington: Students in IPE Education programme) began in 2012. It is based in Gisborne, with a satellite groups visit a person in their home. They co-present to peers and visitors in Wairoa. about the person’s experience and how an interprofessional team can support. Otago runs the programme in partnership with Eastern Institute of Technology, INTERact, Timaru: Students in a small interprofessional group work in a medical the Hawke’s Bay and Tairāwhiti District Health Boards and Otago Polytechnic. ward over several days to coordinate the care of an identified patient. INTERact Ongoing consultation and work with clinical providers and community is now also being rolled out in Hawke’s Bay, Nelson and Christchurch. stakeholders is part of the programme. IPE in acute oncology, Palmerston North: Working in interprofessional Final-year students from eight health disciplines participate over five weeks to teams, students clinically assess an oncology patient, develop a collaborative learn with, from and about each other while gaining clinical experience in rural treatment plan, and present their findings in a whole-class session. New Zealand. Their learning incorporates principles of rural health care, hauora Māori, chronic conditions management and interprofessional health care. IPE in the foundation years, Dunedin: An IPE module engages 700+ students Students also meet discipline-specific clinical learning objectives. from 5-8 disciplines in collaborative learning, while gaining knowledge and understanding about managing smoking cessation in New Zealand.