Training Trainers and Educators Unit 1: Inter-professional and

Training Trainers and Educators Unit 1: Inter-professional and

Training Trainers and Educators Unit 1: Inter-professional and Adult Learning Aim Explore the concept of inter-professional learning Provide an overview of learning theory and its application within practice Learning outcomes Identify the key elements of inter-professional learning Discuss the benefits and challenges of delivering inter-professional learning Explain key elements of adult learning theories and how it can be applied to practice

NHS Education for Scotland Inter-professional Education Centre for the Advancement of Interprofessional Education (UK based) (CAIPE) "Inter-professional education occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care" (CAIPE 2002). CAIPE uses the term "inter-professional education" (IPE) to include all such learning in academic and work based settings before and after qualification, adopting an inclusive view of professional. NHS Education for Scotland Principles of Inter-professional Education (CAIPE) January 2011 Values Respects individuality, difference and diversity within and between professions Applies equal opportunities Focuses on needs of individuals, families and communities to improve quality of care

and health and well being outcomes Sustains the identity and expertise of each profession NHS Education for Scotland Principles of Inter-professional Education (CAIPE ) January 2011 Process Encourages student participation in planning, progressing and evaluating their learning Enables the professions to learn with, from and about each

other to optimise exchange of experience and expertise Involves service users and carers in teaching and learning Outcomes Enables inter-professional capability Improves outcomes for individuals, families and communities Enhances practice within each profession NHS Education for Scotland Group Discussion What are the benefits of IPL and to whom? What challenges does IPL bring and for

whom? Thinking about inter-professional learning you have delivered or experienced why did it go well or badly? Group consensus of key elements of IPL NHS Education for Scotland What is Learning ? What is taught is not the same as what is learned.

NHS Education for Scotland We all see things differently NHS Education for Scotland We are organised differently NHS Education for Scotland We go about doing things differently

but usually end up in the same place NHS Education for Scotland This is because our brains are wired-up in a way which is unique to us and our experiences! NHS Education for Scotland Theories of Learning Behavioural:

Functional and Scientific, Empirical and Measurable Cognitive: Learning relates to the cognitive stage of development and how people learn NHS Education for Scotland Theories of Learning Humanistic Focus on adult learning Value driven

Natural desire to learn Learners are empowered and have control over the learning process Teacher relinquishes authority and becomes a facilitator NHS Education for Scotland Pedagogy and Andragogy Pedagogy Convergent

Rote Teacher Centred Androgogy Freedom Divergent Active NHS Education for Scotland

Andragogy (Knowles 1978) Knowles believed that adults: need to know why they need to learn need to learn experientially approach learning as problem solving learn best when the topic is of immediate value NHS Education for Scotland Brookfield (1986)

Not beginners in a continuing process of growth Bring a package of experiences and values each unique Come to education with intentions Bring expectations about the learning process Have competing interests the realities of their lives Have their own set patterns of learning NHS Education for Scotland

Rogers (2001) Conducive climate established Learning activities relevant to circumstances Learners past experiences used in process Engagement of learner in design of process

Encourage learner to be self-directed Educator facilitative rather than didactic Individual learners needs and styles taken into account The purpose of adult education is to help them to learn, not to teach them all they know and thus stop them from carrying on learning. Rogers 2001 NHS Education for Scotland Motivation Intrinsic motivation

doing something for its own sake enthusiasm, commitment, desire Extrinsic motivation doing something for some other reason in order to gain award or avoid negative consequences co-operates NHS Education for Scotland Levels of motivation (Maslow 1943)

NHS Education for Scotland Educational Hierarchy AUTONOMY Confident in self and able to take control of own learning, job direction, other interests etc. SELF ESTEEM Comfortable with developed registrar status and copes with uncertainty, has balance between professional and private life etc. RECOGNITION Copes with criticism, looks for new ideas and

experiences, confidence increasing in softer GP topics etc. CONFIDENCE Increasingly able to work with team, deal with social issues, needs assess and bonds with trainer etc. SAFETY Asks for help, increasingly competent with basics, benefits from trainers help and support SURVIVAL Getting bearings and learning basics whilst

identifying own personality etc. NHS Education for Scotland Types of learning Surface Learning Learning by rote and memorising facts without necessarily putting into perspective and often imposed Deep Learning Understanding meaning, interactive with content, relates to new ideas and builds on previous knowledge and relates to evidence and logic

Strategic Learning for exams. Finds out how to answer questions in order to plan how to pass. NHS Education for Scotland The Process of Transition freepdfmaterials/ processoftransitionJF2012.pdf NHS Education for Scotland

Group Discussion How do these theories relate to you as a learner and to the learning environment? How do you create a positive learning environment? What other theories do you like or use? How are these theories useful and how can we apply them?

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