Appendix 13
Pilot of new Long Term Learning Strand: Community Based Inter-Professional
Learning: Organisational and Systemic Influences and Leadership - 2014/2015
Aim
To improve the readiness of clinical psychologists (as health and social care
learners) to work flexibly, creatively and fairly in partnership with others in care
and community settings in the changing care landscape
In 2014/2015 we started a pilot to introduce a new (optional) practice- based long term
teaching and learning strand, to be integrated in current teaching and practice based
learning, to include
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revised teaching across years 1, 2 and 3 on community based public health and
well-being;
allowance of placement time up to one day/month in year 2 ( subject to
agreement of year 2 lead supervisor), to establish links, priorities and placement
governance arrangements with local community development work or relevant
third sector/voluntary agency ; arrangements to be overseen by the DClin
Programme Clinical Director
1 month @ 4 days per week at start or end of year 3 placement ( ie November/
Dec or August) based in the agency/ community development setting (eg
shadowing other worker and/or service user/carer experts, conducting
observations, team formulation, contribution to project evaluation, provision of
CPD or other input or otherwise providing relevant input as agreed with the
agency (this could be the Uganda placement, or elsewhere if other overseas
links are developed, for those who wish to go overseas at the end of year 3 ) ).
An alternative clinical study 4 report, submitted at the end of year 3, comprising a
power point or other creative presentation on lessons learned, to share with the
agency/ community development setting, to include personal and cultural
reflections and evidence of inter-professional working and partnership (specified
writing and marking guidelines will be developed in partnership with service user
and receivers and other professional groups)
Intended learning outcomes (from BPS Standards for Doctoral Programmes in Clinical
Psychology 2014; generalizable met-competencies; organisational and systemic
influences and leadership; personal and professional skills and values)
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Communicates psychologically-informed ideas and conclusions to, and works
effectively with, other stakeholders, (specialist and non-specialist), in order to
influence practice, facilitate problem solving and decision making.
Exercises personal responsibility and largely autonomous initiative in complex
and unpredictable situations in professional practice.
Demonstrates self-awareness and sensitivity, and working as a reflective
practitioner within ethical and professional practice frameworks.
Understands processes of indirect influence of service delivery including through
consultancy and training
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Able and ready to work effectively in multidisciplinary and cross-professional
teams
Prepared to bring psychological influence to bear in the service delivery of others
Shows understanding of leadership theories and models, and their application to
service development and delivery.
Demonstrates leadership qualities such as being aware of and working with
interpersonal processes, proactivity, influencing the psychological mindedness of
teams and organisations, contributing to and fostering collaborative working
practices within teams
Understands the impact of differences, diversity and social inequalities on
peoples’ lives, and their implications for working practices
Works collaboratively with colleagues and users of services, respecting diverse
viewpoints.
Rationale
Various policy, commissioning, education, professional and value-based drivers require
development and implementation of new integrated community- based learning opportunities
across Programmes:
1.
Increased attention to the value based requirements, needs and preferences of
those who use, or care for those who use, health, social care, independent,
voluntary sector services:
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“For me inter-professional learning is a vital part of what helps to transform the
rhetoric of multi-disciplinary working and collaboration with clients, into the reality
that it could and should be.” (Rob Gough, member of Plymouth SUCCG)
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Breaking down “them and us” barriers, by building trusting learning relationships
which acknowledge our differences, uncertainties, and vulnerabilities. (Annie
Mitchell)
2. Massive and ongoing changes to the health and social care landscape, with a
growing emphasis on preventive work, integrated care across agencies, to include
the voluntary sector and requiring a new more flexible workforce with anticipated
radical changes to workforce commissioning from Health Education England (HEE)
and locally.
The changes will require:
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Flexible, supported , compassionate workforce of the future;
Competence/ capability: new roles - not profession specific
Emphasis on public health, prevention, reducing inequalities
No Health Without Mental Health: parity of esteem
Shifting investment away from acute sector and towards…
Resilient resourceful communities: strengths and assets based
With the voluntary sector in partnership
Provision of new pre- and post-qualification learning and supervision