Join CAIPE

Education Reports

Please note that all reports can be downloaded.

Global release of the Multi-professional Patient Safety Curriculum Guide

The Multi-professional Patient Safety Curriculum Guide released by WHO Patient Safety in October 2011 promotes the need for patient safety education to improve the safety of care. The comprehensive guide assists universities and schools in the fields of dentistry, medicine, midwifery, nursing and pharmacy to teach patient safety. It also supports the training of all health-care professionals on a number of priority patient safety concepts to improve learning about patient safety.

….............

Interprofessional Menorting Guide

'This guide was developed for healthcare practitioners and students to support interprofessional practice education for students at the workplace setting'.

….............

Health professionals for a new century: transforming education to strengthen health systems in an interdependent world_{(November 2010)}

A Lancet Commission highlights a call from 20 professional and academic leaders from diverse countries, for major reform in the training of doctors and other healthcare professionals for the 21st century. The Commission adopted a global outlook, a multiprofessional perspective, and a systems approach.

Among the series of specific recommendations for reform, the Commission includes the adoption of competency-driven approaches to instructional design; the promotion of Interprofessional and Transprofessional education that breaks down professional silos while enhancing collaborative and non-hierarchical relationships in effective teams; and the exploitation of the power of information technology for learning.

The Commission calls for a new professionalism that uses competencies as objective criteria for classification of health professionals and that develops a common set of

values around social accountability.

The Lancet, Volume 376, Issue 9756, Pages 1923 - 1958, 4 December 2010

See also CAIPE's comment on the report

….............

Standards for pre-registration nursing education_{(Sept 2010)}

The Nursing and Midwifery Council has published the new standards for pre registration nursing education, to be implemented from September 2011.

The new standards requires nursing students to learn with, from and about other health and social care professionals.

The guidance category states that programme providers should give students opportunities to learn with, and from other health and social care students in practice and in academic settings where possible.

The advice category states that programme providers are encouraged to find creative ways for inter-professional learning to take place throughout the programme so that students can develop the skills they need to work collaboratively with other health and social care professionals.

.................

Tomorrow's Doctors: Outcomes and standards for undergraduate medical education GMC _{(September 2009)}

The General Medical Council sets the knowledge, skills and behaviours that medical students should learn at UK mediccal schools. The GMC also sets standards for teaching, learning and assessment. These requirements are set out in Tomorrow's Doctors, which contains a number of references to and requirement for partnership working and interprofessional learning. The most significant of these can be found on page 27 (Outcome 3) para 22 and under Design and Delivery of Curriculum, para 102 on page 52.

….............

Combined Universities Interprofessional Learning Unit - Final Report _{(August 2008)}

by Dr Francis Gordon: Editor
(23/08/2006)

This report describes the work and findings of a Department of Health funded project - the Combined Universities Interprofessional Learning Unit (CUILU) - that aimed to implement and evaluate educational strategies that promote capabilities for collaborative working among undergraduate students of health and social care. (more...)

.................

NMC Standards to support learning and assessment in practice_{(July 2008)}

The Nursing and Midwifery Council (NMC) is the regulator for two professions: nursing and midwifery. The primary purpose of the NMC is to safeguard the health and wellbeing of the public.

The Council has published standards for the preparation of teachers of nursing, midwifery and specialist community public health nursing.

….............

The Aberdeen Interprofessional Health and Social Care Education Initiative - Final Report _{(June 2008)}

The three year project detailed in this report was funded by the Scottish Government Health Department and the findings enclosed within this report will be circulated to the Scottish Government, other relevant stakeholders and organisations.

The aim of this project, the Aberdeen Interprofessional Health and Social Care Education initiative, was to develop and deliver a common shared learning programme, as and where appropriate, to undergraduate and professional qualifying courses in medicine at the University of Aberdeen and pharmacy at The Robert Gordon University (RGU) and also to other heath and social care students within the Faculty of Health and Social Care at RGU.

The project has provided the foundation for integrated interprofessional education in the area of health and social care in Aberdeen. With continued support, this foundation will be built upon to ensure that the benefits of increased understanding and appreciation of the multidisciplinary teamwork involved in health and social care services throughout Scotland are maximised.

….............

Practice Learning for Interprofessional Collaboration: Perspectives from Programmes leading to the Social Work Degree_{(April 2008)}

by Low.H, Barr.H (2008)

The Department of Health (DH) commissioned the UK Centre for the Advancement of Interprofessional Education (CAIPE) in July 2005 to ascertain how higher education institutions (HEIs) in England delivering programmes leading to the Social Work Degree were providing interprofessional practice learning.

The project focused on learning in practice settings intended to enable students to become competent to collaborate with others; how such learning was facilitated; whether facilitators had been prepared and supported for that role; the underpinning theories and values; and whether interprofessional practice learning was assessed.

….............

Learning Together in Practice. A Final Report on IPE for Modernised Health & Social Care _{(June 2006)}

by Pauline Pearson, Alison Steven & Claire Dickinson, The Common Learning Programme North East (30/06/2006)
(30/06/2006)

This report presents results from a two year research project (2003-2005), undertaken by the authors. The research has examined the process, mechanisms and outcomes of the Common Learning Programme funded by the Department of Health and based in the North East of England. This, along with programmes at 3 other sites (Southampton, London and Sheffield) was funded to offer an opportunity to examine the issues and possibilities of interprofessional education for pre registration or undergraduate health professionals. (more...)

….............

Tags: