Exploring the Value of Interprofessional Collaboration Through a Comparison Of

Akerson, E., Stewart, A., Baldwin, J., Bryson, B., Gloeckner, J., Cockley, D., (2012). got ethics? Exploring the value of interprofessional collaboration through a comparison of discipline-specific codes of ethics.

LEADER/FACULTY PACKET

got ethics?

Exploring the value of interprofessional collaboration through a comparison of discipline-specific codes of ethics

got ethics?

Exploring the value of interprofessional collaboration through a comparison of discipline-specific codes of ethics

Leader/Faculty Overview of the Module

got ethics? Rationale

Quality health care requires that health and human service professionals are well-informed about the contributions of their own and other health professionals. Ethics is a shared, relevant concern among health and human service disciplines and is an ideal vehicle for students from different fields to learn about one another’s disciplines and to participate in interprofessional discussions and problem-solving

(Interprofessional Education Collaborative, 2011; World Health Organization, 2010).

This session is relevant to a number of the general and specific core competencies named in the Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel, including:

Work with individuals of other professions to maintain a climate of mutual respect and shared values.
Respect the unique cultures, values, roles/responsibilities, and expertise of other health professions.
Listen actively, and encourage ideas and opinions of other team members.
Develop consensus on the ethical principles to guide all aspects of patient care and team work.
Reflect on individual and team performance for individual, as well as team, performance improvement.

The session can be used at any time in a course sequence and may be especially useful as an introductory session.

Session Objectives

Students completing this session will have the opportunity to:

•Engage in respectful discussion with other health and human service students from the same and different disciplines.

•Develop an understanding of commonalities and differences in the ethical principles in health and human services professions.

Target Audience

This exercise is designed for students (undergraduate and graduate students) in health and human services. The session may also be adapted for use as an in-service activity for practicing professionals.

Instructional Method

The session uses experiential and didactic methods. The session consists of activities for small and large group interaction and facilitated discussions, with corresponding worksheets to guide and document student participation.

Session Format (Time required: 1 hour and 10 minutes to 1 hour and 45 minutes)

Thegot ethics?session has four parts:

Interprofessional introductions (15 to 20 minutes)
Discipline Huddle (15 to 30 minutes)
Interprofessional Ethics Grid (30 to 45 minutes)
got ethics? Evaluation (10 minutes)

Students are placed in small groups (4 to 6 students) representing diverse health and human service disciplines. It is preferred that the session is conducted with leaders/faculty representing at least two different disciplines.

Leader/Faculty Preparation (Prior to session)

The session leaders are encouraged review the entire packet and modify the session activities to be most useful given the composition of their class and their unique learning objectives. It is recommended that the leaders complete the students required readings and prep work. Leaders may consult the Recommended Reading and Web Resource List for Leader/Faculty to identify additional readings or resources.

Two recent publications provide an important context and framework for interprofessional education and practice and it is important for faculty to be familiar with them. TheCore competencies for interprofessional collaborative practice: Report of an expert panel published in 2011 by the Interprofessional Education Collaborative and the World Health Organization’s 2010 publication titled Framework for action on interprofessional education and collaborative practiceshould be reviewed prior to class.

Student Preparation (Prior to session)

Required reading

There are three required readings to complete prior to attending the session. The first one, Code of Ethics Online, is a repository for many professional codes of ethics in health and human services professions. Students are to use a copy of their discipline-specific code of ethics, obtained here or through their discipline-specific professional organization. For the second reading, students are to review the glossary to help foster clear communication in their discussions and to introduce them to new or less familiar terms.The third one provides an interprofessional perspective on ethical decision-making in healthcare teams with a case example. (Required Reading List for Students and Recommended Reading List for Student are in Appendix A.)

1. Code of Ethics Online is

This website is a repository for many professional codes of ethics in health and human services professions. Students are to use a copy of their discipline-specific code of ethics to complete a handout prior to class.

2. King, Nancy M.P., (2005) “Glossary of Basic Ethical Concepts in Health Care and Research.” In The Social Medicine Reader, 2nd Edition, edited by G. Henderson, S Estroff, L. Churchill, N. King, J Oberlander and R. Strauss, pp. 161 – 168. Durham, NC: Duke University Press.

3. Clark, P. G., Cott, C., & Drinka, T.J.K. (2007). Theory and practice in interprofessional ethics: A framework for understanding ethical issues in healthcare teams. Journal of Interprofessional Care, 21(6), 591-603.

Required preparation

Students are to complete a portion of the Interprofessional Ethics Grid handout prior to class.

List of Material in got ethics? Module

Leader/Faculty Materials

got ethics?Leader/Faculty Packet including:

Leader/Faculty Overview of the Module

Interprofessional Introduction Leader/Faculty Instruction Handout

Discipline Huddle Leader/Faculty Instruction Handout

Interprofessional Ethics Grid Leader/Faculty Instruction Handout

Leader/Faculty got ethics? Evaluation Form Instruction Handout

Recommended Reading and Web Resource List for Leader/Faculty Handout

Student Materials

Interprofessional Introduction Student Handout

Interprofessional Ethics Grid Student Handout

Student got ethics? Evaluation Form

Required Reading List for Students (Must complete two readings prior to session)

Recommended Reading and Web Resource List for Students

Appendix AReadings and Resource Lists contains:

Recommended Reading and Web Resource List for Leader/Faculty

Required Reading List for Students (Must complete two readings prior to session)

Recommended Reading and Web Resource List for Students

Appendix B Student Activity Handouts contains:

Interprofessional Introduction Student Handout

Interprofessional Ethics Grid Student Handout

Student got ethics? Evaluation Form

Reflective Comments

The authors believe it is important to create a core interprofessional team of committed leaders/faculty who agree to be present together at all sessions as it enhances the learning for students. The faculty members interact with the content in ways that model interprofessional collaborative practice. The core competencies for interprofessional collaborative practice apply to faculty members as they teach an interprofessional case based course collaboratively. When new faculty members join the faculty team, it is helpful if the new faculty member can mentor with their colleagues for one session, before being the sole representative for their health profession.

This exercise can be used with a small group of 6 students representing at least 2 disciplines or with large group of over 100 students. With large groups, it is important to separate them into small groups of 6 – 8 students, with at least two disciplines represented in each small group.

With large groups of students, the learning experience is enhanced if a cohort of upper level students are trained and supervised as interprofessional small group facilitators and assigned to each group. Faculty members circulate through the room and are resource persons for the small groups.

Beginning in fall 2011, we collected specific data on the student evaluation of Interprofessional Ethics Grid exercise. In fall 2011, 96 students participated in the exercise and over 97% rated the experience as helpful or very helpful. In spring 2012, 79 students participated and 98.5% rated the experience as helpful or very helpful. The faculty report that the exercise is very valuable to their students and sets a context for interprofessional collaborative practice. It provides an opportunity to reflect on disciplinary depth, collaborative practice, and "knowledge of one's own role and those of other professions, to appropriately assess and address the health needs of patients and populations served." (IPEC, 2011)

got ethics?

Exploring the value of interprofessional collaboration through a comparison of discipline-specific codes of ethics

The Interprofessional Introduction Leader/Faculty Handout

Interprofessional introductions (15 to 20 minutes)

Rationale

Students typically come to the IPC process with little knowledge or experience of the interprofessional collaboration (IPC) approach. In addition, they come to IPC having selected a specific health or human service major and developing identity. This can pose a challenge for their readiness for IPC, because they are unfamiliar with what IPC is and may also have limitedknowledge of their own professional scope of practice.

Purpose

The purpose of the Interprofessional Introduction activityis for students to hear examples of professional identities that integrateprofessional and personal aspects in a respectful and reflective manner. The session leaders describe their ownprofessional development/identity, integrating both discipline-specific and interprofessional aspects. Following the faculty introductions, the students introduce themselves to each other in their small groups.

Objectives

Students will have the opportunity to:

•Engage in respectful discussion with other health and human service students from the same and different disciplines.

•Develop an understanding of commonalities and differences in the scope of practice and service delivery setting across their own and other health and human services professions.

Materials Needed
The Interprofessional Introduction Leader/Faculty Handout

The Interprofessional Introduction Student Handout

Activities

1. Welcome. The session leaders welcome the students and note the diverse disciplines represented in the class and, in a conversational manner, share the rationale and purpose for the session (See got ethics? Rationale, Recommended Readings and Resources). Leaders may also reference information from the readings and codes of ethics to emphasize the importance of IPC.

2. Interprofessional Introductions by leaders. Leaders introduce themselves to the class. Be sure to address the following elements in your introduction:

Name, degree and/or license
Major field of study and/or work setting
A person, event or situation that influenced your career choice
A personal value or characteristic that you believe helps you be well suited to your career
An interprofessional experience that illustrates why you value IPC
A surprising fact about you (be sure to model appropriate disclosure and comment about this to the students)

3. Interprofessional Introductions by students. Students introduce themselves to their small group by sharing their responses to the Interprofessional Introduction Student Handout (In Appendix B). Students will each share the following.

1.Your name

2.Major field of study and/or practica setting

3.A person, event or situation that influenced career choice

4.A personal value or characteristic that you believe helps you be well suited to your career

5.An interprofessional experience that illustrates why you value IPC

6. A surprising fact about you

4. Follow-up large group discussion by Leader/Faculty. The session leaders solicit comments from the group regarding the similarities and differences across and within the students, as well as discovering surprising facts about the students. The sharing of surprising facts helps illustrate that we are more than our professional identities.

got ethics?

Exploring the value of interprofessional collaboration through a comparison of discipline-specific codes of ethics

The Discipline Huddle Leader/Faculty Handout

The Discipline Huddle (15-30 minutes, depending upon group size and number of leaders)

Rationale

Understandably, student’s thinking about their profession is narrowed to their interests, as well as exposure to their profession from the larger culture. For example, social work students may think of social workers as only involved in child welfare instead of seeing them instrumental in policy, regulatory, or social justice work; nursing students may see their profession practicing exclusively in a hospital, rather than operating in public or community health.

Purpose

The purpose of the Discipline Huddle is to provide students an opportunity to give voice to the depth and breadth of their discipline-specific professional understanding before they engage in interprofessional collaboration team activities.

Objectives

Students will have the opportunity to:

•Engage in respectful discussion with other health and human service students from the same disciplines.

•Develop an understanding of commonalities and differences in the scope of practice and service delivery setting across their own health and human services professions.

Materials Needed

The Discipline Huddle Leader/Faculty Handout

Activities

1. Select leaders. Assign a leader/faculty identified with discipline to facilitate each Discipline Huddle discussion. For example, if the group has nursing, social work, and pre-professional health students, you would need a leader in each of these disciplines to facilitate discussion. This allows a level of expertise regarding the profession and will later serve to debunkstudent assumptions or misconceptions. If this is not possible on a continuing basis you may rotate the available leaders or invite guest professionals from the respective disciplines to participate.

2. Introduce the Discipline Huddle activity. Explain the activity to the class using information from the rationale and readings.

3. Discipline Huddle. Break into discipline-specific groups and begin facilitated discussion using questions shown below:

a)What do you imagine (whatever the discipline is) does and in what settings?

b)Types of patients/clients/consumers would be addressed? What types of issues do they bring?

c)What do you think is unique about your chosen discipline /profession?

d)What do you think your discipline brings to interprofessional collaboration?

4. Follow up. Move the students back into their interprofessional teams for a brieflarge group discussion. Leaders/Faculty solicits observations from the students about their respective group observations, including some of the discipline myths experienced and professional challenges.

got ethics?

Exploring the value of interprofessional collaboration through a comparison of discipline-specific codes of ethics

The Interprofessional Ethics Grid Leader/Faculty Handout

The Interprofessional Ethics Grid (30 to 45 minutes.)

Rationale

(Interprofessional Education Collaborative, 2011; World Health Organization, 2010).

Purpose

The purpose of the Interprofessional Ethics Grid exercise is to familiarize students with their own code of ethics and to determine commonalities and differences in their professional code and that of other professions.

Objectives

Students will have the opportunity to:

•Engage in respectful discussion with other health and human service students from the same and different disciplines.

•Develop an understanding of commonalities and differences in the ethical principles in health and human services professions.

In class they seek to discover similarities and differences within the various codes on their interprofessional teams completing column two.

Materials Needed

The Interprofessional Ethics Grid Leader/Faculty Handout

The Interprofessional Ethics Grid Student Handout (Appendix B)

Code of Ethics (each student should bring a copy of their professions code of ethics to the session)

Activities

This activity has two parts. The first part is completed prior to the session. Students come prepared to discuss their Code of Ethics/Professional Ethical Statement with members of their interprofessional team and bring a copy of their code of ethics to the session.

1. Prior to the session. Students are to complete the readings and review their professional ethical codes then fill-in the first column of the Interprofessional Ethics Grid Student Handout.

2. During session explain the Interprofessional Ethics Grid exercise. Instruct students to compare their grid among team members from other disciplines. As they discuss the grid, tell them to complete the last column of the grid by comparing their code with another discipline’s code. Discuss all the disciplines represented but select just one discipline for comparison in the column. If they finish the grid, students are to complete the final section of the handout regarding how their ideas about their discipline, interprofessional collaboration, and ethics may have changed. Students should share these observations at their small group, if time permits. Otherwise, the responses may be used by the leader/faculty to note growth and understanding of the material.

3. Circulate. Visit the small group and offer clarifying comments and questions to support engaged dialogue. Alert the groups when they have 10 minutes left to complete the grid and remaining portions of the handout.

4. Follow up. Facilitate comments from the large group about this experience. What did they learn about their own and other health and human service professions?

Pose the questions from the last portion of the handout to discover what they initially believed about their own discipline, interprofessional collaboration, and ethics and what they now understand differently. With large groups a hand held microphone is useful.

Supplemental questions:

Ask how each member might contribute to an interprofessional team and in what ways do you believe you need other professions to work competently and ethically? What might be the challenges to interprofessional collaboration? What are the benefits to the client? Provider?System of care? How might interprofessional collaboration impact ethical dilemma faced in practice?

got ethics?

Exploring the value of interprofessional collaboration through a comparison of discipline-specific codes of ethics