https://orcid.org/0000-0002-7857-2338
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ABSTRACT
This paper describes a novel model of learning, designed to enhance interprofessional education (IPE) and interprofessional collaboration (IPC). Lessons learned, plans for sustainability and future directions for policy, practice, implementation, and curriculum training are also discussed. The RIPE-N model (Reflective Interprofessional Education – Network model) was developed for an interprofessional simulation environment involving five health professions – pharmacy, nursing, orthoptics, physiotherapy, and speech pathology with the potential to increase the number of health professions involved. The RIPE-N model was adapted from the original RIPE Model (Reflective Interprofessional Education Model), utilising unfolding multidisciplinary case from admission through to discharge. Key adaptations of RIPE to include a greater focus on professional practice and the opportunity for collaboration by all disciplines. Reflection is critical to the RIPE-N model to develop the reflective practitioner, hence the inclusion of collaborative reflective (‘pause and reflect’) stations aimed at improving collaborative clinical decision-making skills among diverse healthcare professionals.
Acknowledgments
The authors would like to acknowledge the students from each of the health professional disciplines: pharmacy, nursing, orthoptics, physiotherapy, and speech pathology who volunteered their time to participate as either a standardised patient, standardised family member (fiancé), observer, or as a health professional within the model for the pilot. Further acknowledgments extend to the simulation technical staff, Jennifer Reynolds, who assisted with the technical aspects or the project and Lianna Shehadie practising pharmacist who also assisted with ‘pause and reflect stations’. Special thanks extends to the following individuals who reviewed the case details for accuracy: Dr Ben Taylor, Emergency Department Consultant and Rupali Sarkar, Senior Hospital Pharmacist. Further thanks are extended to the Stroke Foundation of NSW and healthcare consumer Marina Chiovetti. Marina experienced being a young person with a stroke and donated her time and consented to be interviewed on camera to enhance the authenticity of the patient case. In addition, the authors would like to acknowledge the media team at Royal Prince Alfred Hospital (RPAH), Sydney, Australia who provided a video for use of Marina’s journey throughout her hospital stay. The authors would also like to acknowledge the Faculty of Health, University of Technology Sydney, Australia for a small grant providing gift vouchers to student volunteers.
Disclosure statement
No potential conflict of interest was reported by the author(s).
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Notes on contributors
C. Lucas
Dr. Cherie Lucas, Project Lead RIPE-N; Senior Lecturer, pharmacist, Manager of Clinical Placements, Master of Pharmacy degree, UTS. She has led teams in developing tools, assessment strategies and curricula resources to enhance students’ reflective capacity. Dr Lucas’ work and collaboration in the area of reflective practice has been awarded two International awards: Best Full paper, International Learning Analytics and Knowledge Conference (LAK 17), Canada, 2017; Teaching Innovation Award, International Pharmacy Symposium, Italy 2017. Recipient of two University Teaching awards: 2018 UTS Learning and Teaching Citation honour as Project lead; 2019 Australian Award for University Teaching (AAUT) Citation: Outstanding contribution to student learning.
T. Power
Dr. Tamara Power is a Senior Research Fellow in the Faculty of Health at the University of Technology Sydney. Tamara has led multiple teaching and learning projects and been awarded citations and awards for innovative teaching methods, including a team, Australian Award for University Teaching for outstanding contributions to student learning. Previously Tamara has led Faculty initiatives in the role of Director, Health Simulation and has supervised award-winning simulation focused doctoral research. She works in clinical practice in an interdisciplinary diabetes team.
D. S. Kennedy
Dr. David Kennedy is a U.S. trained physiotherapist with 20yrs of clinical practice. He completed his Ph.D. in neurophysiology at Neuroscience Research Australia through the University of New South Wales. His research interests are in understanding the neurophysiology of pain, fatigue, and proprioceptive deficits that contribute to motor impairment in healthy and clinical populations. Dr. Kennedy has taught as a clinical instructor and has experience teaching undergraduate, Master’s, Doctorate, and post-graduate physiotherapists in the U.S. and Australia. Dr. Kennedy is a Lecturer in Physiotherapy at the University of Technology Sydney and an Honorary Post-Doctoral Fellow at Neuroscience Research Australia.
G. Forrest
Gail Forrest, Director of Postgraduate Nursing Studies in the School of Nursing and Midwifery, Faculty of Health at UTS. She has a Masters of Research in Educational Research, with an interest in human factors in healthcare and the impact on patient safety. Qualified and experienced in simulation education in nursing and medical specialties. Gail is a Registered Nurse with experience in ICU, ED and CCU nursing, and is a Director of Advanced Life Support Courses for the Australian Resuscitation Council.
B. Hemsley
Professor Bronwyn Hemsley, Head of Speech Pathology at UTS. A certified practicing speech pathologist, she is also a Fellow of Speech Pathology Australia, and Fellow of the International Society for Augmentative and Alternative Communication.
A. Freeman-Sanderson
Dr. Amy Freeman-Sanderson, Senior lecturer in Speech Pathology at UTS. She is a certified practicing speech pathologist, an Honorary Clinical Specialist Speech Pathologist at Royal Prince Alfred Hospital and an Honorary Fellow of the Critical Care Division at the George Institute for Global Health. Her work has been highly recognised, including publication in high impact journals, invitational lectures and top awards from the Australian and New Zealand Intensive Care Society and as a recipient of the University of Sydney Dean’s Scholar Award.
M. Courtney-Harris
Michelle Courtney-Harris has extensive clinical experience as an Orthoptist within the Private Ophthalmic sector and Community Health, including coordination and implementation of continuing education programs. Michelle Courtney-Harris has been not only involved in continuing education at a professional association level but had been heavily involved in staff development, and in the continuing education of other allied health practitioners in eye care industry. Michelle is currently undertaking a PhD research degree with a focus in the area of stroke.
C. Ferguson
Dr. Caleb Ferguson, Heart Foundation Senior Research Fellow at the Western Sydney Nursing & Midwifery Research Centre and holds a conjoint appointment with Western Sydney University and Western Sydney Local Health District. His program of research focuses on stroke, atrial fibrillation and digital health.
C. Hayes
Dr. Carolyn Hayes, Lecturer and the Director of Health Simulation at the University of Technology Sydney. Her research predominantly focus’ on learning though simulation, interprofessional education, patient safety, stress in simulation, and enhancing de-escalation skills. Carolyn’s key driver is facilitating learning experiences for nurses that facilitate improved patient outcomes.