(HIpE) 2009 Program and Abstracts - Health Sciences - Curtin ...

2009Faculty ofHealthSciencesProgram & Abstracts25th August 2009Bentley CampusCurtin Universityof TechnologyHealth Interprofessional EducationStudent Conference

Curtin University of TechnologyFaculty of Health Sciences25 August 20092009http://healthsciences.curtin.edu.au/faculty/ipe.cfmProgram & AbstractsContents 1Welcome 2IPE Initiatives Thus Far 3Keynote Speakers 4Program 5Abstracts 7-15Award for Best Presentation 15Venue Map & Acknowledgements 16Subtitle: Health Interprofessional EducationStudent Conference, Program & AbstractsPublication Date: 08/2009Subject: HealthISBN: [978-0-646-51987-6]© 2009 Curtin University of TechnologyProgram text prepared by Margo Brewer.Layout and design by Cassandra Doherty.Printed by Salmat Print on Demand.Health Interprofessional Education (HIpE 2009) — Student Conference 1

WelcomeWelcome to the 2009 Student Interprofessional Education Conference.Interprofessional Education (IPE) forms the foundation of many Curtin's Faculty of HealthSciences initiatives enabling health professionals to learn with, from and about each other.This involves the participants in an opportunity to share their knowledge and skills andgain a deeper understanding of the contribution each health discipline makes to the careof the patient.Evidence of the benefits of IPE have been reported around the world,specifically its role in the improvement in the safety and quality of health care delivery.Curtin University sees the development of IPE as key to its mission as it will facilitate thechanges needed in health professionals and health care practice in the future.The focus of this conference is on preparing students to work collaboratively in health careteams by providing the context for IPE developments internationally and locally andexamples of IPE initiatives we have developed and implemented in the University.We trust the presentations will be thought provoking and inspire students to engage infuture interprofessional experiences and facilitate collaborate working which focuses on aholistic view of the patient and the quality of care received.Professor Jill DowniePro Vice-ChancellorHealth Interprofessional Education (HIpE 2009) — Student Conference 2

Interprofessional Initiatives Thus FarFieldworkA number of interprofessional fieldwork/clinical placements have been conducted including:(i) Go Global which provides students from occupational therapy, physiotherapy, speechpathology, pharmacy and nursing an opportunity to work and live together in aninternational setting;(ii) Therapy Focus and Brightwater Care Group which provided students from occupationaltherapy, physiotherapy and speech pathology with an opportunity to work in aninterprofessional team in a disability setting;(iii) Chronic Disease Management which provides student from occupational therapy,physiotherapy, pharmacy, nursing, podiatry and others to work in interprofessional teams ina community based care setting;(iv) Royal Perth Hospital’s “First five minutes” project which involves students fromphysiotherapy, nursing and medicine conducting an interprofessional simulation exercise;and,(v) Curtin’s Activity, Food and Attitudes Program which provides students formphysiotherapy, psychology, social work and dietetics with an opportunity to provide aninterprofessional service for adolescents with obesity and their families. A number of similarfieldwork placements are also in the development stage.EventsCurtin held its first Health Care Team Challenge in June involving three interprofessionalteams of health science students competing in front of expert judges and a live audience topresent an integrated care plan for a patient with complex medical issues. The winningteam then travelled to Brisbane to compete against teams from a number of otherAustralian universities.WorkshopsInterprofessional education opportunities conducted on campus in 2008 and 2009 include: anumber of workshops utilising case based learning with focussing on analysis of clinicalerrors, communicating with patients, care of stroke survivors, diabetes management, andmanagement of patients with swallowing problems.Innovative technologiesCurrently under development is an interprofessional virtual wound clinic utilising SecondLife (a 3D immersive world) where students will role play wound care scenarios. This projectis a collaboration with both students and lecturers from Kings College, London.Case study developmentA number case studies utilising standardised patients are being developed for use in arange of learning scenarios.CommunicationCurtin provides staff, students and the community with information relevant tointerprofessional education and collaborative practice via both its website http://healthsciences.curtin.edu.au/faculty/ipe.cfm and LMS Blackboard sites. These include awide range of information about IPE; archived lectures and seminars, examples of IPEe-learning, news and events locally, nationally and internationally, an e-reserve referencelist, learning materials and research as well as links to other agencies involved in IPE.Health Interprofessional Education (HIpE 2009) — Student Conference 3

Keynote SpeakersDr Dorothy JonesDorothy originally trained as a doctor and spent many yearsworking in acute hospital medicine, rural public health, healthadministration and patient safety before joining Curtin University. Shehas held a number of senior health and medical roles including WAChief Medical Officer. In 2002 she was tasked withestablishing the Western Australian government’s approach topatient safety and health care quality and was appointed theFoundation Director of the Office of Safety & Quality in Healthcare – arole she still holds.In 2009, Dorothy was appointed as Curtin’s inaugural Professor of Clinical Safety &Quality. She is passionate about developing team based collaboration andinterprofessional learning approaches to improve patient safety and care experiences forpatients and their families and in 2010 will enrol students from all disciplines in the newpostgraduate education program in Health Improvement offered by the Faculty of HealthSciences.Prof Dawn FormanDawn is a Key Associate of the Leadership Foundation for HigherEducation and Senior Associate of Ranmore Consulting and hasparticular expertise in strategic leadership, team development,interprofessional education, executive coaching and changemanagement with extensive practical experience within HigherEducation and Health Service fields. Some examples of the kind ofissues with which she has recent experience include:Working with clients undertaking major change and restructuring.Facilitating team development and conflict resolution.Coaching individual executives in considering and undertaking significant careermoves.Providing key note lectures and facilitating workshops for interprofessional Educationin the UK, Australasia and in developing countries.Facilitating Universities and awarding bodies with the employer engagement agenda.She has published extensively on many aspects of Leadership and Management and isrecognised internationally for her expertise in Interprofessional Education.Dawn has a MBA and PhD from Sheffield Hallam University Business School and heldthe post of Dean and Professor for 12 years whilst she worked at the University of Derbyand Sheffield Hallam University. She was also a Non-Executive Director of TrentStrategic Health Authority for 4 years.Finally, Dawn has been recognised at professional level by 6 universities and iscurrently a visiting professor at the University of Chichester, and an Adjunct Professor atAuckland University of Technology. Dawn is also a European representative for theNetwork:Towards Unity for Health, which is closely linked with the World HealthOrganisation and has been a board member of the Centre for the Advancement ofInterprofessional Education for 15 years.Health Interprofessional Education (HIpE 2009) — Student Conference 4

Program — 25 August 20099.15 am Registration Venue: 405-Foyer10.00am Welcome: Professor Jill Downie – PVC, Faculty of Health Sciences Venue: 405-20110.10 am Keynote Address: Professor Dorothy Jones - Clinical Safety & Quality, Faculty of Health Sciences,Curtin UniversityTopic: Dying for Change: Why Patients Can’t Wait Venue: 405-201Parallel Sessions as Below1Venue 405-201Haydn Williams LT11.00 am Leading the Way throughInterprofessional Clinical StudentPlacements –Improving FutureCare in Chronic DiseaseManagement2Venue 401-002Hollis 2 LTStudents Go Global Society3Venue 401-001Hollis 1 LTThe First 5 Minutes: AnInter-professional Learning (IPL)Project Using Simulation11.30 am Policy, Process and Strategy –Critical Requirements of an IPLOrganisationExperiential Interprofessionalremote and Indigenous HealthEducation in the bush - CountryWeekInterprofessional experienceopportunities in Curtin’s Activity,Food and Attitudes Program: Amultidisciplinary program foroverweight and obeseAdolescents12.00 pm Interdisciplinary Care withinWestern Australia’s State MajorTrauma ServiceInterprofessional and InternationalClinical Education: Working, Livingand Learning Together in China,India, South Africa and UkraineInterprofessional LearningExperience: Dietetics and HumanCommunication Science Students12.30 pm Lunch: Venue: 405-Foyer1.10 pm Plenary Session: Professor Dawn Forman PhD, MBA, PG Dip Research, TDCR, MDCRVice Chair CAIPE (Centre for the Advancement of Interprofessional Education)Topic: Interprofessional Education: International Developments Venue: 405-2012.00 pm An Interdisciplinary Approach toRehabilitation For People WithBrain Injury2.30 pm “Plastics in a Box” – DeliveringTelehealth Plastic SurgeryOutpatient Services3.00 pm Developing CollaborativePractice Capabilities in theClinical SettingGo Global Alumni ChapterInternational Capacity Buildingthrough Inter-professionalCollaborationIPE ‘Wound Clinic’ ProjectFaculty Development ofInterprofessional Education:Advancing Health Care ProfessionalPreparationStrengthening Mother-ChildRelationships in a Prison Setting-Collaboration Between SpeechPathology and Psychology2009 Health Care TeamChallenge (HCTC): Addressingthe needs of a complex patientthrough multidisciplinary teamwork.The learning opportunitiesfor healthcare students.Student administered StutteringTreatment in combination withMindfulness Based CognitiveTherapy for adults who stutter3.30 pm Mindfulness-Based FunctionalTherapy (MBFT) for ChronicBack Pain: An integration ofpsychology and physiotherapypractices4.00pmConference CloseHealth Interprofessional Education (HIpE 2009) — Student Conference 5

AbstractsLeading the way through interprofessional clinical student placements: Improving future carein chronic disease managementNerida CrokerSenior Occupational Therapist, Chronic Disease Management Team, Public Health & Ambulatory Care, NorthMetropolitan Area Health Service, WA HealthNerida.Croker@health.wa.gov.auThis presentation outlines new initiatives showcasing how the Chronic Disease Management Team hascollaborated with Curtin University to establish clinical placements where students have the opportunity toobserve and develop universal skills in chronic disease management through participating in interprofessionallearning opportunities.Students learn to identify common themes and clinical issues for people living with chronic conditions, and howto refer appropriately to various health professionals involved in their management. The placements focus on adifferent range of learning outcomes than traditional uni-disciplinary placements, including:Increased knowledge of the scope of practice of a range of health professions in managing chronic diseaseDevelopment of case management role awareness and skillsIncreased awareness of communication and teamwork between health professionsConceptual learning and integration of new information into discipline specific clinical practicereflection on values, beliefs and culture of their own and other professionsBy preparing students with this knowledge and skills, it is hoped that they will graduate as an emerging healthworkforce which is better equipped to meet the needs of an aging population and increase in chronic conditions,particularly in areas of unmet need and where workforce shortages affect care options, such as in rural areas.As this new initiative has the potential to be implemented across a range of settings, it therefore has thepotential to increase clinical student placement opportunities as placement is not solely dependent on disciplinespecificsupervision since mentoring can be provided by any member of the interprofessional team.Students Go Global SocietyThuy Tran and Amy RushtonCurtin University of Technologythuy.tran@student.curtin.edu.au, amy.rushton@student.curtin.edu.auStudents Go Global (SGG) is an interdisciplinary Curtin University Guild society aiming to enhance quality andmeet the Go Global vision of sustainability. This service learning focused international interprofessional fieldworkplacement allows health science students from five different professions to deliver capacity building servicesthrough host sites to consumers in Ukraine, China, India or South Africa. The SGG committee comprises ofstudents from Physiotherapy, Pharmacy, Occupational Therapy and Speech Pathology. The committee and afundraise subcommittee works alongside people in developing countries, raises awareness of the Go Globalprogram, support student’s in their endeavours to engage in this lifelong learning international experience andmake links between international health professionals. The Office bearers promote the sustainability of thesociety through promotional work within the Faculty student body. This provides potential Go Global membersand the wider community a means of understanding and connection with the clinical sites and upcoming fundraisingevents. Fundraising representatives organise social events, professional development, to supportprogram development, Curtin students and the host sites. The interprofessional approach facilitates studentsconnections with potential colleagues before they participate in the Go Global experience and support studentsachieve global citizenship; appreciating the diversity of cultural and international communities.Health Interprofessional Education (HIpE 2009) — Student Conference 6

AbstractsThe First 5 Minutes: An Inter-professional Learning (IPL) project using simulationKatherine Holmes, Nicky Deacy, Maggie Briggs & Ted Stewart-WynneRoyal Perth HospitalIt is well accepted that in the health care environment significant harm to patients occurs, frequently as a resultof errors in communication. With the increasing complexity of health care delivery the need for close,collaborative team work in an inter-professional learning (IPL) environment is recognised and recommended.With finite resources the drive to develop innovative clinical placements for health care under- and postgraduatestudents is great [COAG ref]. This study is designed to address these interacting issues.The primary objectives are to improve the quality of team work by enhancing communication and collaborationbetween health professionals, whilst providing an introduction to IPL in a low risk, simulated learning environment.Teams of six medical, nursing and physiotherapy students or postgraduates are provided with a pre-readingpackage discussing the concept of inter-professional learning, the basic life support algorithm, the MedicalEmergency Team (MET) calling criteria and the iSoBAR handover checklist. The participants introducethemselves and their professions. The emergency scenario, in which their patient collapses, is discussed briefly.The facilitator then commences the scenario in which all members are expected to contribute to immediatemanagement of the patient. During the scenario the pause and discuss method of assisting the team is used.(Ref) The Medical Emergency Team (MET) leader arrives and a concise handover of information, gathered inthe first 5 minutes, is required to be presented. Video recordings of the scenario are used for debriefing. Thefocus is on communication, leadership, and teamwork i.e. non-technical performance. The assessment tool usedto gather information on the individual and team performances will be presented. Scenarios were conductedweekly over a three month period – April to June 2009.The information gathered during the 3 month evaluation period will be presented, together with the data on thestudents’ self-evaluation of their non-technical skills and attitudes to inter-professional team-work.The importance of communication and effective team work as integral to optimal clinical outcomes will behighlighted, with anticipated positive data. The next step is to design a study to assess how such a process mayimprove patient outcomes.Policy, process and strategy: Critical requirements of an IPL organisationKendra BellNext ChallengeKendra.bell@nextchallenge.com.auNext Challenge (NC) is a private community service organisation established by four allied health professionalswith a commitment to interprofessional practice. The organisation operates across four programs – Family,School, Contract (Third party) and Agency Support services. Each program relies on partnerships with stakeholdersto enhance community access to allied health services.From induction to the organisation, to internal policy, resources and process - the culture and systems of NCestablish and expand its inter-professional learning focus. NC includes continual professional development activitiesthat share knowledge, and attempt to minimise training and professional biases. This exploration of differencesacross professions becomes a thought provoking journey for many professionals and students whocome into contact with NC.Importantly structural supports for IPL are in place. Across-profession sharing of information and knowledge areembedded in both policy and company process. Some procedural strategies are commonly present in manyservices such as integrated medical records, case notes, and team or case meetings. Other strategies includethe; Organisation structure and multi-layered opportunities for leadership, Core communicating strategiesthrough intranet rather than other modalities, Highly individualised program specific processes Internal wikilibrary that fosters and expands cross-fertilisation of knowledge and ideas across professions.This presentation will provide students embarking on clinical placements, and future graduates of allied healthprofessions - an awareness of how IPL is critically important for the organisation as a workplace. Strategies ofhow IPL can be integrated into a personal professional development journey will be demonstrated.Health Interprofessional Education (HIpE 2009) — Student Conference 7

AbstractsExperiential interprofessional remote and Indigenous health education in the bush - CountryWeekHelen McHugh, Hamish Morgan, Corrina Pesich, Ivan Lin & Des ThompsonCombined Universities Centre for Rural Health - CUCRHNowhere is there a greater priority for health professionals to work together effectively as a team than in remotehealth service delivery. But understanding remote health is complex. Whilst epidemiological data clearlydemonstrates the poorer health status of those in remote regions, particularly for Aboriginal people,understanding the factors underpinning this scenario is hard to appreciate from a book. Furthermore thesestatistics fail to elaborate on the powerful connections people have to living in remote areas as well as thepotential benefits these places can have on health and well being, and this relationship may be used to facilitatedelivering health care in this context.Since 2002 the Combined Universities Centre for Rural Health has offered a program called Country Week toaddress this. Country Week is an annual one week intensive interprofessional program that focuses on remoteand Indigenous health, and is offered in a remote or rural place. It is offered to all Australian resident studentsstudying health courses in the five major Western Australian universities. Country Week is underpinned by anumber of guiding principles. It is firmly based on experiential interprofessional education. It is offered as muchas is possible as a partnership with people and organizations in remote regions where we carefully considernotions of reciprocity between students and community. The process of reflection is key to facilitating learning.This presentation will focus on the immediate impact of Country Week on students, discuss brieflyconsiderations in delivering this program, and more broadly, our views on the place of such programs inaddressing remote and Indigenous health.Interprofessional experience opportunities in Curtin’s Activity, Food and Attitudes Program:A multidisciplinary program for overweight and obese adolescents.Melissa Davis, Mahi Weiss, Leon Straker & Margo BrewerCurtin University of TechnologyApproximately 25% of all Australian young people are overweight or obese. This historically unprecedented rateis believed to be contributed to by changes to environmental and societal factors such as a decrease in physicalactivity, an increase in sedentary behavior and the availability of high fat, high energy food. Overweight andobese adolescents are likely to become obese adults, and are at an increased risk for a range of short-term andlong-term psychosocial and medical problems. Therefore, treating obesity in adolescence is an important priorityfor health-care providers. Given the multiple factors contributing to adolescent obesity, best practice guidelinesspecify that treatments offered in a family context and incorporating strategies from multiple domains are mostlikely to be efficacious. This presents a challenge for health professionals to effectively work together to presentan intervention.Staff and students from physiotherapy, dietetics, psychology, social work, health promotion and medicalprofessionals have developed a program for overweight and obese adolescents and their parents, based on aprogram developed at Princess Margaret Hospital for Children. Participants attend two-hour sessions, twice aweek for 8 weeks, involving exercise sessions for adolescents, and education sessions for adolescents and parents.The program aims to create changes in family habits which will lead to long term and sustainable changes.Developing and implementing the multidisciplinary intervention has provided staff and students excellentopportunities to learn about other health professions and how multidisciplinary collaboration can maximizepositive outcomes for clients.Health Interprofessional Education (HIpE 2009) — Student Conference 8

AbstractsInterdisciplinary Care within Western Australia’s State Major Trauma ServiceSonja De Munck & Jessica HoldingRoyal Perth HospitalJessica.Holding@health.wa.gov.auPatients who have sustained injuries to multiple body systems through trauma are a complex, high cost group ofpatients that often require multiple procedures, interventions and resources throughout their hospital admission.In November 2004, Royal Perth Hospital was designated the state’s Adult Major Trauma Centre. The traumaservice consisted of a specialist medical team, trauma case manager and senior occupational therapist. Traumapatients were scattered around the hospital making it difficult to effectively coordinate interdisciplinary care anddischarge planning. In February 2008, Western Australia’s 30 bed State Major Trauma Unit was openedboasting both a team of specialist general and orthopaedic surgeons, as well as occupational therapists,physiotherapists, social workers, clinical psychologists, pastoral care, a speech therapist, pharmacist anddietician.The aim of the State Major Trauma Service is to ensure the medical, physical, cognitive, functional andpsychosocial needs of the patient are met in an effective and timely manner through communication andcollaboration between health professionals, the patient and family. It is anticipated that in addition to benefits tothe patient, costs to the health care system are reduced by minimising duplication of services and decreasinghospital length of stay. A case management model is utilised where patients and their family members liaisedirectly with one team member who is then able to communicate with relevant team members. Anecdotalevidence suggests this model is effective in ensuring the patient remains informed and empowered throughouttheir hospital journey. An overview of interdisciplinary care provided by the State Major Trauma Service will bediscussed.Interprofessional and international clinical education: Working, living and learning togetherin China, India, South Africa and UkraineNigel Gribble & Trevor GoddardCurtin University of Technologyn.gribble@curtin.edu.auFlint states “…an urgency exists for innovative interdisciplinary education approaches that "mimic" life in thecommunity and the natural environment so that the boundaries between education and community life becomeless defined and therefore, more integrated.” Annually, 90 allied health students from the Curtin UniversityFaculty of Health Science undertake Go Global - a four week clinical education placement in China, India, SouthAfrica or Ukraine. With interdisciplinary practice widespread in the Australian healthcare system, it is imperativethat students demonstrate relevant skills and behaviours to work effectively as healthcare workers.Curtin’s interprofessional international program provides a unique opportunity for Occupational Therapy,Physiotherapy, Pharmacy, Nursing and Human Communication Science students to live and work together inculturally diverse social and health milieus allowing the roles, skills and philosophy of the respective disciplinesto be understood.The international clinical education program evolved from the service learning models of Kenworthy-U’ren andPeterson and Godfrey et al. Each student cohort completes a cultural orientation program before travelling tothe host sites. Students deliver services to the clients and children in the same location year after year. For thefinal three weeks, students practice autonomously with guidance from the clinical supervisor provided via phoneor email exchanges. The interprofessional make-up of each cohort enhances the quality of services delivered toeach resident or child. It is the autonomous practice and reciprocity factors that allow the program to meet Flint’schallenge bringing diverse allied health students together.This innovative interprofessional education program is creating professionals with the Curtin Graduate Attributeof ‘recognising and applying international perspectives’ able to practice in a globalised environment asinternational citizens.Health Interprofessional Education (HIpE 2009) — Student Conference 9

AbstractsInterprofessional learning experience: Dietetics and Speech Pathology StudentsRobynne Snell, Erin Godecke & Margo BrewerCurtin University of Technologyr.snell@curtin.edu.aue.godecke@curtin.edu.aum.brewer@curtin.edu.auInterprofessional education (IPE) has been defined as “occasions when two or more professions learn with, fromand about each other to improve collaboration and the quality of care” (CAIPE, 2002). To enhance the quality ofhealthcare and improve health outcomes for patients, health professionals are being urged to workcollaboratively. In Australia, IPE has been practiced since the late 1970’s with attention increasing in recentyears with the health care crisis, workforce shortages, and health system reforms being the key drivers forchange. IPE has been regarded as a central and enabling strand of health workforce reform needing to beaddressed urgently by the higher education sector (L-TIPP, 2008).The Faculty of Health Sciences at Curtin University has identified IPE as a priority for the purpose of learningabout the knowledge, skills and roles of other professions. An opportunity for IPE was created in 2008 fordietetics and speech pathology students on the management of patients with dysphagia (swallowing difficulties).Students completed pre and post workshop questionnaires to assess their knowledge of the roles andresponsibilities of each profession, their willingness to seek the advice of the other profession, and the benefitsof working interprofessionally. Students demonstrated a change in knowledge relating to discipline specific roles,the value of collaborative clinical work and working within an interprofessional team. There was a very high levelof satisfaction with the learning experience. The workshop between these two professions modelled a workplacepartnership and prepared health professional graduates for collaborative practice within the complex health caresystem.An interdisciplinary approach to rehabilitation for people with brain injuryJanet WaglandBrightwater Care Group (Inc.)janet.wagland@brightwatergroup.comPeople with brain injury experience impairment in skills ranging from walking to decision making around financialmanagement. Professionals working in isolation confined by disciplinary parameters assist people with braininjury in relearning individual skill components yet forget the importance of connecting those skills to achievefunctional outcomes.Brightwater Oats St, a community based residential rehabilitation program, has adopted an interdisciplinaryapproach to service delivery. Using a Case Coordination model, staff work with clients to clearly identify not onlyessential life skills but also personal goal driven outcomes. Smaller objectives supporting these outcomes arethen detailed enabling the team to work together interconnecting all required skills. This approach supportsclients in attaining independence that is functional, transferable across a variety of outcomes and relevant to anultimate goal of living independently in the community.As the rehabilitation program has developed the importance of this skill network in moderating risk and realizingan overall goal of sustainable independence has become clear. This is never more evident than whenconsidering issues such as the importance of effective decision making accompanying independent mobility andsupporting skills such as road crossing.Brightwater’s involvement as the second agency to provide interdisciplinary clinical placement as part of theTeaching For the Future project will enable staff at Oats St to pass on this approach to a new generation ofprofessionals. Ultimately the soon to be established Brightwater Institute will encompass this program supportingcarry over to all areas of the organization including residential aged care.Health Interprofessional Education (HIpE 2009) — Student Conference 10

AbstractsGo Global Alumni Chapter: International capacity building through inter-professionalcollaborationKristy Tomlinson & Caris BaldockGo Global Alumni Chapterkristy.tomlinson@therapyfocus.org.au, Caris.Baldock@riotinto.comThe Go Global Alumni chapter was launched in November 2008 to support and enhance the Faculty of HealthSciences Go Global program while developing a network of Go Global graduates that stands at over 200. TheAlumni chapter links students from a range of courses involved in the program, including; Speech Pathology,Physiotherapy, Pharmacy, Occupational Therapy and Nursing. In 2008, Go Global established an inter-facultycollaboration, with students from the School of Film, Television and Screen Arts accompanying students toChina to document the student experiences. The Alumni chapter encourages inter-professional awareness andpractical collaboration between disciplines in adopting a holistic approach to capacity building for the host sites,while achieving Curtin graduate attributes.A current Alumni project supports an employee of Anandaniketan (Go Global India) to maintain and deliver theinter-professional intervention recommendations of students. This project promotes the autonomy of staff atAnandaniketan and supports the Go Global mission of capacity building. Furthermore it provides an opportunityfor Curtin students and staff at Anandaniketan to work with each other in the spirit of service learning.Go Global graduates are recognised within the community as resourceful and innovative professionals withremarkable skills in inter-professional practise and analytical thinking and are linking their employers to the GoGlobal program as well as providing professional support and mentorship to students in the program.Go Global Alumni members have gone on to be successfully selected in AusAID teams, been appointedAustralian Youth Ambassadors for Development and returned to a host site as volunteers in a professionalcapacity.Strengthening mother-child relationships in a prison setting- collaboration between speechpathology and psychologyNatalie Ciccone, Amanda Lloyd, Lynn Priddis, Ashleigh Taylor & Georgina StandishCurtin University of TechnologyN.Ciccone@curtin.edu.au, A.Lloyd@curtin.edu.au, L.Priddis@curtin.edu.au,Ashleigh.Taylor@student.curtin.edu.au, georgina.standish@postgrad.curtin.edu.auThis presentation outlines the development of a joint Speech Pathology and Psychology interprofessional clinicbased at Boronia pre- release center, highlighting the process of relationship building between multipleagencies. Boronia is a low security women’s prison focused on promoting rehabilitation and communityreintegration. Up to six women are able to have their children, aged 0-4, live with them at the centre. Extra EdgeCommunity Services is a not for profit organisation that provides support programs to residents at Boronia, suchas the Pine Tree Tots program - aimed at building the mother/child relationship and develop the mother’sparenting skills. Liaison between staff at Extra Edge and Curtin’s School of Psychology identified an opportunityfor students across the two disciplines to support the services offered by Extra Edge. The development of theclinical placement has required close collaboration between disciplines and service providers to develop aclinical placement that meets the needs of the clients as well as the individual disciplines and service providers.Each of these elements has presented unique challenges and opportunities for student learning. Thispresentation will explore the positive experiences and challenges of developing the clinic from a staffperspective as well as a reflection on the learning opportunities from a student view point.Health Interprofessional Education (HIpE 2009) — Student Conference 11

Abstracts“Plastics in a Box” – Delivering Telehealth Plastic Surgery Outpatient ServicesHeather MacLaren, Senior Occupational Therapist, Judith Elliott, Senior Occupational Therapist,Beth Sperring, Clinical Nurse Consultant, Alan Hamilton, Telehealth Coordinator,Royal Perth HospitalHeather.Maclaren@health.wa.gov.auRoyal Perth Hospital commenced multidisciplinary Plastic Surgery outpatient Telehealth clinics in 2008, toimprove access to specialist services for rural and remote patients in Western Australia. The service averages1500 patient appointments per year. An advanced practitioner model for nurse and occupational therapist ledclinics, along with the development of clinical pathways is in use.With the majority of WA’s tertiary hospital services and specialist medical services located in Perth, a patientmay travel 3200km to Perth for an appointment, which is more expensive and inconvenient for rural and remotepatients compared to their metropolitan counterparts. Ensuring patients receive quality coordinated care requiresservice providers to re-examine traditional processes and practises.Plastic Surgery Telehealth clinics are multidisciplinary and include a Plastics Consultant, Clinical NurseConsultant, Occupational Therapist, technical and administrative support. Services are delivered via interactivereal time videoconferencing with store and forward of radiological and digital photographic images. With thischange to traditional patient follow up, engaging rural clinicians to support the service is vital. The service hasbecome the preferred option for most rural and remote Plastic Surgery patients in WA. Further development willinvolve expanding the clinical pathways, and continuing training and support of local health providers.Rural patients and practitioners are very supportive of Telehealth services. Transforming patient care whileretaining quality and equity for all is shown through the implementation and rapid expansion of this service. It ispossible and viable to deliver expert care in Plastic Surgery via Telehealth.IPE ‘Wound Clinic’ projectAlan Tulloch & Robin WattsCurtin University of TechnologyA.Tulloch@curtin.edu.au, R.Watts@curtin.edu.auOne of the aims of establishing the Silver Chain/Curtin Wound Clinic in 2007 was to develop interprofessionaleducation activities. Several IPE projects were set in motion in 2008. The primary project is aimed at providingstudent groups with access to scenarios and learning materials on wound management using audiovisualtechnologies. Another component is to enable observation and discussion of consultation sessions from anylecture theatre on campus. In addition the clinic can provide interprofessional placements. A second project thathas evolved is the use of Second Life for learning purposes. This is a joint project between Curtin and KingsCollege London. Students from Nursing and Pharmacy will form teams of three to work on six modules over asemester, accessing the ‘patient’ and related information via Curtin’s virtual Wound Clinic on the ‘Bentley South’Second Life island. The presentation will outline progress on the two projects together with images to illustratethe content and processes employed to engage students and support their learning. The interprofessionalcooperation involved in the development of these projects will also be discussed.TeamKeryln Carville Silver Chain/Curtin University of Technology kcarville@silverchain.org.auAlan Tulloch Curtin University of Technology .A.Tulloch@curtin.edu.auRobin Watts Curtin University of Technology R.Watts@curtin.edu.auNick Santamaria Curtin University of Technology/RPH N.Santamaria@curtin.edu.auKerry Reid-Searle Central Queensland University k.reid-searl1@cqu.edu.auLeah Irving Curtin University of Technology L.Irving@curtin.edu.auKim Flintoff Curtin University of Technology K.Flintoff@curtin.edu.auJuliet Keaton WoundsWest/Curtin University of Technology J.Keaton@curtin.edu.auPatricia Reynolds Kings College London p.a.reynolds@kcl.ac.ukPascale Ng Cheong Tin Curtin University of Technology P.NgCheongtin@curtin.edu.auJohn Garyl Lin Wen Ying Curtin University of Technology rgaryl@hotmail.comHealth Interprofessional Education (HIpE 2009) — Student Conference 12

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

AbstractsMindfulness-Based Functional Therapy (MBFT) for chronic back pain: An integration of psychologyand physiotherapy practicesDr Clare Rees, Dr Jenny Thornton & Robert Schütze, School of PsychologyAssociate Professor Peter O'Sullivan, Dr Helen Slater, Prof Tony Wright , Bronwyn Middleton & KathrynDevereaux, School of PhysiotherapyCurtin University of TechnologyThis project aims to explore the feasibility and utility of running a group-based blended psychology andphysiotherapy intervention for patients with chronic low back pain. Although some components of thisintervention have been previously used in research and clinical settings, this is a novel combination of therapiesthat aims to integrate psychological and physio-therapuetic approaches in a way that is more effective thanusing each modality separately. Therefore an important aim of this pilot study is to develop and refine thismultidisciplinary protocol. Specifically, the aim is to create a protocol for an intervention that uses mindfulnessbasedcognitive and functional training to improve outcomes in chronic back pain patients.In testing this protocol, the study aims to determine the feasibility of delivering such an intervention in a groupformat. It therefore seeks to gather data about: adherence and attrition to the program, participant satisfaction,and practical obstacles to overcome in successfully running a Mindfulness-Based Functional Therapy (MBFT)group intervention. Since this is an innovative intervention, the proposed study uses an open trial methodologyto establish the general feasibility and also initial impact of the study in determining whether a morecomprehensive controlled trial is warranted.Since research will take place in an educational setting, a related aim of the study is to determine the feasibilityand value of utilising the delivery of MBFT as a teaching tool. Specifically, the study will test whetherpostgraduate students in psychology and physiotherapy may benefit from observing and participating in thedelivery of MBFT as part of an internal practicum placement.Award for Best PresentationThe Faculty of Health Sciences if offering a prize for best presentation at the StudentInterprofessional Education Conference 2009.The Award for Best Presentation is offered to encourage presenters to engage with theaudience and demonstrate good Teaching and Learning practice.Attendees are asked to select the best presentation (one only) from the sessions attended.Health Interprofessional Education (HIpE 2009) — Student Conference 15

Venue MapsParking—Green Zone401-001 & 401-002Hollis 1 & Hollis 2Lecture Theatres405-201Haydn WilliamsLecture TheatreAcknowledgements & SponsorsOrganising CommitteeMargo BrewerCassandra DohertyLeah IrvingSue JonesDiane FranklinSponsorsWe are grateful to the sponsors of the 2009 HIpE conference for their generous support.CurtinUniversityBookshopHealth Interprofessional Education (HIpE 2009) — Student Conference 16