Posted by & filed under mosomelt.

…well, it was a start. As part of the Learning and Teaching Group for the School of Clinical Sciences (feel an acronym coming on there…) I was asked to present introduce the day and assist running a workshop.

The theme was around “Interprofessional Healthcare”. Fitting, considering the current project we are doing with Paramedicine and Nursing (Interprofessional Project #1). To gain an appreciation of how interprofessional the seven involved disciplines are required to be, I looked up the various registration competencies and/ or standards for each discipline- namely Midwifery, Nursing, Occupational Therapy, Oral Health, Paramedicine, Physiotherapy and Podiatry. I did a quick and dirty search for words such as “interprofessional”, “team”, “other$”, “disciplin$” and was somewhat surprised with the results. I expected Nursing to come out on top for team relationships and connecting with social services. However, it was Physiotherapy that mentioned an interprofessional approach in 34% (38/113) of the enabling components for registration. This was more than double that for Midwifery and Occupational Therapy (15%), then Nursing (12%), Oral Health (9%) followed by Paramedicine and Podiatry (6%). While there was some disparity in where interprofessional practice was mentioned in the disciplines, there was consistency in the core values related to interprofessional practice:

  • Appreciate and respect of roles, scope of practice and boundaries
  • Share, consult and collaborate with one another for the benefit of the client and profession
  • Support each profession in terms of knowledge and resources
  • Education to promote health, profession and students

Registration competencies for three of the seven disciplines (Physiotherapy, Occupational Therapy and Podiatry) has recently changed in 2015, whereby it is good timing to consider “out with the old- in with the new” in terms of thinking, teaching and learning together with an interprofessional approach. We already allude to this in our graduate profiles, learning outcomes, content and assessment- though opportunities need to be sought to develop this further- especially as our various health professions (and clients) demand it.


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With a shared interest in applying virtual environments in healthcare education delivery, representatives from CfLAT, Paramedicine, Nursing and Physiotherapy have begun collaboration in developing an interprofessional scenario. The most obvious place where these professions inter-lap is during a handover.

The development of the scenario will (hopefully) serve multiple purposes:

  1. Get Together. While we talk (at length, some times) about developing interprofessional education, the practicality of progressing this can be met with some resistance. For some- it’s easier to do it alone to progress individual ideas by excluding consultation with others. Fortunately, this is not the case for the group of people above, who ultimately see the students and professions only benefit in us prioritising and ensuring the best result with the resources we have. It is not without other constraints, however- location (are spread across three campuses); timetable, student numbers, research pressures; annual leave…
  2. Conceptual to Curriculum Embedding. The vision here is that if- as lecturers and clinicians- we can demonstrate a conceptual scenario as to how interprofessionals work together, it would be seen as achievable by students. This would require a shift from a more didactic form of teaching to encourage discipline students informing each other through interaction with consideration of others roles and requirements in terms of required clinical information for decision making.
  3. Develop [confidence in] Digital Fluency. A recent announcement from Hon. Hekia Parata signalled that digital fluency will be a key focus for Ministry centrally-funded professional learning support (PLD Changes will lift student achievement, 23 Sept. 2015). Digital fluency includes the combination of digital or technical proficiency; digital literacy; and social competence. For example, students could be given a case scenario to develop using available resources (360 cameras, SeekBeak, WondaVR). Data could be shared amongst the groups using Google Drive(s), edited using freely available software (www.seekbeak.com or http://www.WondaVR.com) and then uploaded to YouTube (private link) for viewing and critique of peers then assessment. By encouraging students to develop their scenarios within a “virtual environment”, it builds their procedural fluency and wisdom in becoming a “digital citizen”. It enables them to not only select the right tools for the task and know what to do with them, but also explain why it works that way and how they might adapt if the context changed.
  4. Research Output. As a School, truely embedding interprofessional consideration in to curriculum is relatively new. This sets the scene for potential publication and presentations as we develop our thoughts and progress on this venture together. The use of digital technology in the delivery of healthcare education is relatively uncharted, therefore, we suggest, watch this space…

Posted by & filed under Food for thought, mosomelt.

Detailed analysis of what examiners are looking for when deciding if you can get a license to do further research!! From Patt Thomson’s blog

patter

Once upon a time, when I worked in schools, early childhood teachers routinely issued young children with a ‘pen license’.A pen license was much sought after as it meant that a child could ‘advance’ to using a pen instead of a pencil. Using indelible ink meant that the child was able to write legibly in longhand. But legibility wasn’t enough, the child also had to be able to copy and compose text without making lots of mistakes that needed to be erased. Writing in pen meant the pupil had been deemed competent at basic writing tasks.

Of course, while schools issued rubrics about what counted as the standard for the pen license, different teachers did interpret the rules slightly differently. And different children learnt differently, so they didn’t all achieve the license at the same time. However, by and large, it seemed that most children got their pen license well…

View original post 1,484 more words


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Believe it or not this is the future of AUT interdisciplinary healthcare.  Don’t let the scrawl confuse you, this little idea has legs…….and arms……..and toes.

So the idea originates from the fact that we currently have hundreds of healthcare students taking core papers within the University, and whilst there are many reasons why a student will choose a particular discipline, there are perhaps many reasons why they do not know why they have chosen a discipline. By way of an example, a prospective undergraduate candidate was asked why he would like to be a Paramedic? he answered “because it looks cool on the TV and I like the uniform”.

So aside from those that are clearly misguided, ultimately, we do not know what we do not know. So for this reason Stu Cookie and myself are currently discussing an idea that may be helpful to our undergraduate students who take core papers.

The AUT Health school core hub: A centralised site where each department can showcase their activities, skills and culture.  Not only a place to like/dislike uniforms but a place to see what each discipline does and to reflect on career choice and ultimately to provide an answer to the question of what does a “……………..” really do!

The plan is to have links to alumni, Lecturer blogs, skill station videos, conference updates, 360-degree video footage and the ability to view a more authentic program overview.

So if you don’t know what you don’t know then have a look at the hub!


Posted by & filed under Digital Literacies, mosomelt.

As part of recent requests to come up with digital literacy strategies for the use of social media I decided to create my own social map and share it as an example exercise for both lecturers and students. The Mapping exercise comes from the work done by JISC and @daveowhite

JISC. (2014, 16 December 2014). Developing digital literacies.   Retrieved from https://www.jisc.ac.uk/guides/developing-digital-literacies

Visitor-Resident, Social-Professional (or Personal-Institutional)

 

After sharing my social media map on Twitter I found out that there is a hashtag for the Visitors and Residents model #VandR and workshops being run in the UK on using social media mapping for creating awareness around digital literacies. So now I can compare my social media map with other educators around the globe!

TCsocialMediaMap2017