IPL from theory into practice:

Tips and tricks

Debra HumphrisProfessor of Health Care DevelopmentHealth Care Innovation UnitUniversity of Southampton

University of Southampton

• Founded in 1862, own Charter since 1952

• 20,000 students, 2,000 international students, from over 100 countries

•7th largest HEFCE QR grant (05/06)

•5/5* grade in 24 of 34 subjects

Workforce policy

It seems likely that there will be major changes in the roles of different groups of workers and considerable scope for the health service to make better use of its most skilled workers.

Although the number of health care professionals is important for the capacity of the system, arguably the way the workforce is used is even more important’

para 11.52

Securing our Future Health: Taking a Long Term View (Wanless 2001)

Tips and tricks

Provide clear strategic leadership

Have a vision of what you seek for your workforce

Workforce policy

Active approaches …in promoting greater integration across professional boundaries in policy making

…further develop inter/multi disciplinary training approaches

Relationship among core competencies for health professionals

Employ evidence based practice

Apply Quality Improvement

Utilise Informatics

Patient Centred

Care

Institute of Medicine 2003

Provide leadership and encourage it at a range of levels

Create and communicate a vision for your organisation how will this focus on parents/clients, what will be the values that will under pin how staff should work together

Actively support local champions for change

Tips and tricks

Foster effective partnership between universities and industry

Tips and tricks

Health Workforce Education and Training Council

Universities can respond if they know what you seek

Practice based learning is the critical factor

The New Generation Project

Widening access and entry

New pathways& partners

Developing an interprofessional

Common Learning Programme

The New Generation Project

Eleven pre qualifying professions (Audiology, Nursing, Medicine, Midwifery, Occupational Therapy, Physiotherapy, Podiatry, Pharmacy, Radiography

(diagnostic) Radiography (Therapeutic) Social Work Small group model of learning 1500 students per academic year Health and Social Care employers across

Hampshire

Unit 1 - Collaborative Learning Unit 2 - Inter-professional Team Working Unit 3 - Inter-professional Development in Practice

Practice: The rate limiting factor

Practice : the limit to growth

and quality?Number of learners

Practice learning requirements

Modes of delivery

Capacity of practice staff

Structural and cultural factors

Tips and tricks

Commit to creating conditions to support effective interprofessional team work in your organisation

Continue to rethink the nature of the ‘work’

Effective health care teams

(Borrill et al 2003)

Teams that work well together are more effective and more innovative

Multidisciplinary teams that work well together bring together alternative and competing perspectives which are carefully discussed and lead to better quality decision about patient care.

Where more employees work in a team the death rate is significantly lower

Disruptions of health care professionals (Christensen et al 2000)

New perform

ance

trajecto

ry of d

isruptiv

e

technologies

Perform

ance tra

jectory

of prese

nt

technology (

driven by s

ustaining

innovatio

ns

Time

Performance

Performance that patients need or can use

Disruptions of health care professionals (Christensen et al 2000)

Self Care

Specialist &

Sub specialists

Primary C

are & Family

Practice

Nurse P

ractit

ioners

Time

Complexity of diagnosis and treatment

Performance that patients need or can use

Intermediate Care Futures

Tips and tricks

Provide clear strategic leadership

Have a vision of what you seek

Foster effective partnership between University and industry

Commit to create conditions to support effective interprofessional team work in your organisation.

Continue to rethink the nature of the ‘work’

And the last words to an Australian

…the healthcare workforce, ….is, frankly, more appropriate to the needs of the 19th than the 21st century. Training and work are in separate compartments, and work demarcations abound. Restrictive work practices and denial of career prospects, large central offices and shortages in critical areas are rife.

There is little linkage between workforce plans (if they exist at all) and budgets, infrastructure planning and delivery of services. The labour market is supply-driven, with little effective linkage between the supply through training and educational institutions and the demands of a changing healthcare system.

John Menadue (2004) Healthcare reform: possible ways forward