(HIpE) 2009 Program and Abstracts - Health Sciences - Curtin ...
(HIpE) 2009 Program and Abstracts - Health Sciences - Curtin ... (HIpE) 2009 Program and Abstracts - Health Sciences - Curtin ...
Abstracts2009 Health Care Team Challenge (HCTC): Addressing the needs of a complex patientthrough multidisciplinary teamwork. The learning opportunities for healthcare students.Kylie du Plessis, Russol Hussain, Kerry Ivey, Stewart Pryor, Bianca Ravi & Angus HannCurtin University of Technology.The use of a multidisciplinary healthcare team to address patient needs has been shown to result in the bestpossible outcomes. Optimal teamwork requires each health professional to understand the contribution otherteam members can make to address patient needs. The Curtin 2009 HCTC provided final-year health sciencestudents with an opportunity to work with other disciplines to develop holistic care plans for a patient withcomplex physical, psychological and social issues. Through team collaboration, key issues were prioritised anda care plan developed. The teams then presented their plan to a panel of expert judges in front of a liveaudience. The winning team, Team Rehab, then competed against 4 other Australian universities. As a result ofour involvement in the competitions, the members of Team Rehab have developed the capability to work andcommunicate effectively within a multi-disciplinary team. On a personal level, all members developed greatfriendships and life-long professional contacts. The experience will not only aid us in obtaining employment, butalso in ensuring the best health care outcomes for our patients in the future. In this presentation Team Rehabwill share their personal and professional experience from the events whilst highlighting the importance ofinter-professional collaboration in achieving optimal patient care.Developing collaborative practice capabilities in the clinical settingJustine Lambert, Therapy Focus Incorporated,Samantha Del Mol, Emma White & Margo BrewerCurtin University of TechnologyJustine.Lambert@therapyfocus.org.au, samantha.demol@student.curtin.edu.au;emma.j.white@student.curtin.edu.au & m.brewer@curtin.edu.auCollaborative practice is widely recognised as an essential ingredient in the delivery of high quality patient care.To prepare graduates for entry into the workforce universities must provide opportunities for students to developand demonstrate their ability to work closely with other professionals in teams. A small group of students fromCurtin University were allocated to an interprofessional team for a fieldwork placement at Therapy Focus, anagency which provides speech pathology, occupational therapy, physiotherapy, clinical psychology andspecialised equipment to children with a range of physical and intellectual disabilities, learning problems anddevelopmental delays. The Therapy Focus staff work in interprofessional teams and thus provide an idealsetting for piloting interprofessional placements.Each team consisted of one student from physiotherapy, occupational therapy and speech pathology. A brieforientation to interprofessional education was provided followed by a five week placement where studentsworked to develop both their discipline specific and their interprofessional competencies. Assessment of bothsets of competencies was conducted along with students’ attitude to interprofessional learning. At the conclusionof the placement feedback was gathered from both the students and their fieldwork supervisors. Thispresentation will explore the positive and challenging aspects of conducting an interprofessional clinicalplacement from both a staff and student perspective.Health Interprofessional Education (HIpE 2009) — Student Conference 13
AbstractsFaculty development of interprofessional education: Advancing health care professionalpreparation.Interprofessional Education Excellence in Teaching Team - Curtin University of TechnologyMaria Chilvers School of Nursing & Midwifery, Peter Gardner School of Physiotherapy,Professor Jeff Hughes School of Pharmacy, Beatrice Tucker Office of Teaching and LearningMr Alan Tulloch School of Nursing & MidwiferyCurtin University of TechnologyM.Chilvers@curtin.edu.au, P.Gardner@curtin.edu.au, J.D.Hughes@curtin.edu.au, B.Tucker@curtin.edu.au,A.Tulloch@curtin.edu.auHealth professionals need to understand the roles and responsibilities of each other and how to collaborate todeliver the best outcomes for patients. To advance health science students’ knowledge, skills and attitude tocollaborative practice a number of interprofessional education workshops have been conducted over the pasttwo years at Curtin. These were initiated by staff from Pharmacy and then developed in conjunction withNursing, Physiotherapy, Occupational Therapy, Social Work, Psychology, Speech Pathology and Dietetics.Students who were 3 rd year or final year have been invited to participate as it was thought that they havecovered an appropriate level of theoretical content in their course prior to the workshops. Medical students fromthe University of Notre Dame and the University of WA were also invited to participate.To date small groups of students have been given the opportunity to participate with a view to keeping the sizeof groups manageable to maximise discussion. The workshops thus far have covered the topics of medicationsafety, multidisciplinary care and communication, and patient-centered care of stroke. The workshops havebeen complex case study based and have involved a mixture of small group interdisciplinary discussion andproblem solving as well as presentations by invited experts in complex case study management. Feedback fromparticipants has been positive with many reporting the perceived value of entering clinical placements with anincreased knowledge of the role of other professions in case management. The outcomes of these workshopsalong with plans for the future will be presented.Student administered stuttering treatment in combination with mindfulness based cognitivetherapy for adults who stutter.Janet Beilby, School of Psychology, Dr Michelle Byrnes, School of Psychology,Stephanie Borrello, 4 th year Speech Pathology Student & Kate Young, 4 th year Speech Pathology StudentCurtin University of Technologyj.beilby@curtin.edu.au, m.byrnes@curtin.edu.au, stephanie.borrello@student.curtin.edu.au,kate.young@student.curtin.edu.auThe presentation describes an 8 week Interprofessional treatment programme for 10 adults who have lived withthe disability of a life-long clinically diagnosed stutter. Stuttering affects one in every 100 people worldwide andthe consensus is that stuttering handicaps not only the fundamental right a person has to speak freely, but alsotheir ability to cope positively in society at large. The person who stutters often incurs bullying and ostracismduring their school years and they are handicapped educationally with 70% of adults who stutter having difficultygaining meaningful employment.Four final year speech pathology students ran the programme with supervision from and collaborative clinicalpractice with specialists from neuroscience, psychology and speech pathology. The students and their clientsattended each Wednesday evening for 8 concurrent sessions in the Curtin University Stuttering TreatmentClinic.Mindfulness Based Cognitive Therapy was delivered with contemporary Stuttering Treatments tailored for eachadult stuttering client. This unique multidisciplinary holistic approach addressed the fluency needs of the clientsat the same time as their communication fears, anxieties and social interaction difficulties were being managed.At the end of the 8 weeks, all clients showed significant gains in speech fluency but equally satisfying were thepositive quality of life changes the clients demonstrated in their daily social and emotional connections withsociety.Health Interprofessional Education (HIpE 2009) — Student Conference 14
- Page 1 and 2: 2009Faculty ofHealthSciencesProgram
- Page 3 and 4: WelcomeWelcome to the 2009 Student
- Page 5 and 6: Keynote SpeakersDr Dorothy JonesDor
- Page 7 and 8: AbstractsLeading the way through in
- Page 9 and 10: AbstractsExperiential interprofessi
- Page 11 and 12: AbstractsInterprofessional learning
- Page 13: Abstracts“Plastics in a Box” -
- Page 17: Venue MapsParking—Green Zone401-0
<strong>Abstracts</strong>Faculty development of interprofessional education: Advancing health care professionalpreparation.Interprofessional Education Excellence in Teaching Team - <strong>Curtin</strong> University of TechnologyMaria Chilvers School of Nursing & Midwifery, Peter Gardner School of Physiotherapy,Professor Jeff Hughes School of Pharmacy, Beatrice Tucker Office of Teaching <strong>and</strong> LearningMr Alan Tulloch School of Nursing & Midwifery<strong>Curtin</strong> University of TechnologyM.Chilvers@curtin.edu.au, P.Gardner@curtin.edu.au, J.D.Hughes@curtin.edu.au, B.Tucker@curtin.edu.au,A.Tulloch@curtin.edu.au<strong>Health</strong> professionals need to underst<strong>and</strong> the roles <strong>and</strong> responsibilities of each other <strong>and</strong> how to collaborate todeliver the best outcomes for patients. To advance health science students’ knowledge, skills <strong>and</strong> attitude tocollaborative practice a number of interprofessional education workshops have been conducted over the pasttwo years at <strong>Curtin</strong>. These were initiated by staff from Pharmacy <strong>and</strong> then developed in conjunction withNursing, Physiotherapy, Occupational Therapy, Social Work, Psychology, Speech Pathology <strong>and</strong> Dietetics.Students who were 3 rd year or final year have been invited to participate as it was thought that they havecovered an appropriate level of theoretical content in their course prior to the workshops. Medical students fromthe University of Notre Dame <strong>and</strong> the University of WA were also invited to participate.To date small groups of students have been given the opportunity to participate with a view to keeping the sizeof groups manageable to maximise discussion. The workshops thus far have covered the topics of medicationsafety, multidisciplinary care <strong>and</strong> communication, <strong>and</strong> patient-centered care of stroke. The workshops havebeen complex case study based <strong>and</strong> have involved a mixture of small group interdisciplinary discussion <strong>and</strong>problem solving as well as presentations by invited experts in complex case study management. Feedback fromparticipants has been positive with many reporting the perceived value of entering clinical placements with anincreased knowledge of the role of other professions in case management. The outcomes of these workshopsalong with plans for the future will be presented.Student administered stuttering treatment in combination with mindfulness based cognitivetherapy for adults who stutter.Janet Beilby, School of Psychology, Dr Michelle Byrnes, School of Psychology,Stephanie Borrello, 4 th year Speech Pathology Student & Kate Young, 4 th year Speech Pathology Student<strong>Curtin</strong> University of Technologyj.beilby@curtin.edu.au, m.byrnes@curtin.edu.au, stephanie.borrello@student.curtin.edu.au,kate.young@student.curtin.edu.auThe presentation describes an 8 week Interprofessional treatment programme for 10 adults who have lived withthe disability of a life-long clinically diagnosed stutter. Stuttering affects one in every 100 people worldwide <strong>and</strong>the consensus is that stuttering h<strong>and</strong>icaps not only the fundamental right a person has to speak freely, but alsotheir ability to cope positively in society at large. The person who stutters often incurs bullying <strong>and</strong> ostracismduring their school years <strong>and</strong> they are h<strong>and</strong>icapped educationally with 70% of adults who stutter having difficultygaining meaningful employment.Four final year speech pathology students ran the programme with supervision from <strong>and</strong> collaborative clinicalpractice with specialists from neuroscience, psychology <strong>and</strong> speech pathology. The students <strong>and</strong> their clientsattended each Wednesday evening for 8 concurrent sessions in the <strong>Curtin</strong> University Stuttering TreatmentClinic.Mindfulness Based Cognitive Therapy was delivered with contemporary Stuttering Treatments tailored for eachadult stuttering client. This unique multidisciplinary holistic approach addressed the fluency needs of the clientsat the same time as their communication fears, anxieties <strong>and</strong> social interaction difficulties were being managed.At the end of the 8 weeks, all clients showed significant gains in speech fluency but equally satisfying were thepositive quality of life changes the clients demonstrated in their daily social <strong>and</strong> emotional connections withsociety.<strong>Health</strong> Interprofessional Education (<strong>HIpE</strong> <strong>2009</strong>) — Student Conference 14
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