Interprofessional Learning

‘It Takes a Team’ (ITAT)

The ‘It Takes a Team’ (ITAT) learning activity provides students with an introduction to the different roles of health professions and is aimed at providing health professions literacy, that is, an understanding of the history, theoretical underpinnings, roles, philosophy and contributions of the major health professions, including the participants’ own.

The content is delivered via video and online presentations and is followed by large or small group interactive discussions. To improve interactivity, students work through simple scenarios and are invited to consider which professions might appropriately contribute at each point, and why.

Assessment is through carefully crafted scenario-based multiple-choice questions and is integrated with existing assessment for the relevant program.

Each Phase II activity involves students from across Health programs including counselling, dentistry, exercise physiology, human services, medicine, midwifery, nursing, nutrition and dietetics, occupational therapy, paramedicine, pharmacy, physiotherapy, psychology, public health, rehabilitation counselling, social work, and speech pathology.

D-IPL Client Docs

The Digital Interprofessional Learning (D-IPL) Client Documentation learning activity provides students with an authentic simulation of allied health disciplines working together in practice.

Students are required to complete scaffolded tasks that revolve around the simulated case of Mr Tom Hardy, a First Australian involved in a motor vehicle accident which resulted in significant injuries.

The tasks are aimed at providing students with an appreciation of the importance of proper client documentation in an interprofessional setting as well as providing a simulated interprofessional practice experience, with learning supported by critical reflection.

IPL in Aged Care

IPL in Age Care is a simulation activity designed to advance student understanding and skills for interprofessional collaborative practice in the context of residential aged care. The activity also aims to prepare future health professionals for practice with aging populations.

In order to participate effectively in the IPL in Aged Care activity, students are required to complete preparatory tasks before attending their live online IPL session. This involves reading clinical documents and viewing recorded interviews of three Aged Care residents.

In the interactive session, student groups from across Health professional programs work together to collaborate and share their understanding of the scenarios and develop a case management plan for one of the residents.

IPL in CLEIMS

Clinical Learning through Extended Immersion in Multi-method Simulation (CLEIMS) provides students with a simulated interprofessional practice experience with learning in clinical skills rooms supported by critical reflection.

Students from multiple Health programs work together to manage 3 patients in hospital and the community following discharge.

The IPL component of CLEIMS provides students with the opportunity to experience life as a practitioner working in an interprofessional team to optimise the health care outcomes for their patients transitioning from hospital to community care.

Clinics

Students from a range of health professional programs completed placement activities in the Griffith Health clinics providing opportunities for interprofessional collaborative practice to address the complex needs of patients and clients who are receiving care from two or more health professional students. As part of their clinic placements, students complete additional learning about multidisciplinary teams and collaborate in student led case conferences.

Student Placements

Student placements in professional practice settings provide students with a real life interprofessional collaborative care experience.

Working as part of an interprofessional healthcare team, students assess patients and clients themselves, then discuss and plan their care and support under the supervision of qualified practitioners before participating in the direct service provision. On placement, students have the opportunity to demonstrate interprofessional collaborative practice skills and are encouraged to reflect on their observations of such practice.