Development of interprofessional education in mental health practice: Adapting the Leicester Model

Abstract

Mental health provides a unique opportunity for health and social care students to experience interprofessional team working and collaborative practice. We tested whether we could introduce interprofessional learning into this area of collaborative practice by choosing to adapt and use a robust practice-based interprofessional education model. We outline the steps taken to adopt and adapt the model, which includes using action research principles. The research phase consisted of three cycles of teaching and evaluation. Both qualitative and quantitative data were collected from all stakeholders, patients (n = 6), students (n = 300) and facilitators (n = 6). Qualitative data (focus groups, interviews and free text questionnaires) were analyzed using principles from grounded theory Stages 1 and 2; quantitative data were analyzed using SPSS. Problems and difficulties which led to changes in the course structure and delivery were identified. In the final phase, all students significantly achieved their learning outcomes (p < 0.01 to p < 0.001). The action learning approach for implementation helped to modify the course content and develop shared ownership by students, patients, clinicians and educators. The model provided a guide for replication and the final course adhered to interprofessional principles because patients with complex mental health problems were central to the learning, it overcame the theory–practice gap, the students gained insights into the realities of everyday team working and the experience of clinical uncertainty and, in addition, the learning interfaced with uniprofessional knowledge concerning mental health. The research findings highlight that patients with mental health problems can contribute to interprofessional teaching in the community.

Keywords::

• Action research
• health and social care
• interprofessional education
• quantitative method
• questionnaire designs
• team-based practice
• work-based learning

Acknowledgements

The authors thank the local health organization for funding their regional evaluator of IPE (LT). The final outcomes of this educational event have relied on the following academic and clinical educators who worked together, namely, Dr Erik Van Diepen, Sandy Goodyer, Amanda Fitchett, Helen Rooney and Carole Devaney. The authors remain continually indebted to the many service users who continue to allow students to learn from their experiences.

Declaration of interest The authors report no conflict of interest. The authors alone are responsible for the content and writing of the paper.