University College Ghent
Geraard de Duivelstraat 5 - 9000 Ghent - Belgium
Phone: 09 243 33 33 - E-mail: info@hogent.be
Website: www.hogent.be
Interprofessional collaboration36491/4621/2122/1/93
Study guide

Interprofessional collaboration

36491/4621/2122/1/93
Academic year 2021-22
Is found in:
  • IC Audiology
  • IC Education, programme stage 3
  • IC Nursing
    Choice package:
    • Choose for 12 ECTS CREDITS (Fall semester)
  • IC Nutrition and Dietetics
  • IC Occupational Therapy
    Choice package:
    • Choose for 6 ECTS CREDITS (Fall semester)
  • IC Social educational care work
  • IC Speech and Language Pathology
  • IC Sports program
    Choice package:
    • Secondary education - sports program: choose for 12 ECTS CREDITS
This is a single course unit.
Study load: 3 credits
Weight: 3,00
Total study time: 81,00 hours
Possible deadlines for learning account: 01.12.2021 () or 15.03.2022 ()

Organisation of education

Contactonderwijs24,00 hours
Teaching Activities, Learning Activities, Assessment Activities
This course unit is marked out of 20 (rounded to an integer).
Re-sit exam: is possible.
It is not possible to enrol in this course unit under
  • exam contract (to obtain a credit).
  • exam contract (to obtain a degree).
Special admission is required to enrol in this course unit under credit contract.
Co-ordinator: Lescur Alain
Other teaching staff: Moerkerke Charlotte
Language course: No
Languages: English
Scheduled for: Semester 1 or Semester 2

Objectives

The aim of this course unit is to prepare students to become professionals who will be able to cooperate in an effective interprofessional way to ensure better quality of care and to ensure that clients, their networks and the community as a whole are adequately supported in the field of education, care and welfare.

Values and ethics (V(V)E)
The student collaborates with other professionals, the client and the client’s social network to obtain a climate of mutual respect and shared values.
V(V)E1: Place interests of patients and populations at center of interprofessional health care
delivery and population health programs and policies, with the goal of promoting
health and health equity across the life span.
V(V)E4: Work in cooperation with those who receive care, those who provide care, and others
who contribute to or support the delivery of prevention and health services and
programs.
V(V)E6: Demonstrate high standards of ethical conduct and quality of care in contributions to
team-based care and is able to manage ethical dilemmas specific to interprofessional patient/ population centered
care situations.

Interprofessional communication (COM)
The student communicates with other professionals, the client and the client’s social network in a responsive and in a responsible way in order to increase the effectiveness of the team and to ameliorate the health and treatment of the disease.

COM 1: Choose effective communication tools and techniques, including information systems and communication technologies, to facilitate discussions and interactions that enhance team function.
COM 2: Express one’s knowledge and opinions to team members involved in patient care and population health improvement with confidence, clarity, and respect, working to ensure common understanding of information, treatment, care decisions, and population health programs and policies.
COM 3: Communicate information with patients, families, community members, and health team members in a form that is understandable, avoiding discipline-specific terminology when possible.
COM 4: Listen actively, and encourage ideas and opinions of other team members.
COM 5: Give timely, sensitive, instructive feedback to others about their performance on the team, responding respectfully as a team member to feedback from others.
COM 6: Use respectful language appropriate for a given difficult situation, crucial conversation, or conflict.
COM 7: Recognize how one’s uniqueness (experience level, expertise, culture, power, and hierarchy within the health team) contributes to effective communication, conflict resolution, and positive interprofessional working relationships).

Roles and responsibilities (ROL)

The student uses the knowledge about his own role and the role of other professionals to get an insight in the complexity of needs of the client and the client population

ROL 1: Communicate one’s roles and responsibilities clearly to patients, families, community members, and other professionals.
ROL 2: Recognize one’s limitations in skills, knowledge, and abilities.
ROL 3: Use unique and complementary abilities of all members of the team to optimize health
and patient care.
ROL 4: Engage diverse professionals who complement one’s own professional expertise, as well as associated resources, to develop strategies to meet specific health and healthcare needs of patients and populations.
ROL 7: Communicate with team members with the aim to clarify each member’s responsibility in executing components of a treatment plan or public health intervention and also to define each team member’s specific role during interprofessional meetings.
Rol 8: Forge interdependent relationships with other professions within and outside of the
health system to improve care and advance learning.

Teams and working in teams (TEAMS)

The student applies relational skills and principles of team dynamics with the aim to succeed, starting from different team roles, to realize person-centered care and support in a safe, timely efficient and effective way.

TEAM 1: Describe the process of team development and the roles and practices of effective teams.
TEAM 2: Develop consensus on the ethical principles to guide all aspects of team work.
TEAM 3: Engage health and other professionals in shared patient-centered and population focused problem-solving.
TEAM 4: Integrate the knowledge and experience of health and other professions to inform health and care decisions, while respecting patient and community values and priorities/preferences for care.
TEAM 5: Apply leadership practices that support collaborative practice and team effectiveness.
TEAM 6: Engage self and others to constructively manage disagreements about values, roles, goals, and actions that arise among health and other professionals and with patients, families, and community members.
TEAM 8: Use available evidence to inform effective teamwork and team-based practices.
TEAM 9: Perform effectively on teams and in different team roles in a variety of settings.

Contents

The different forms of collaboration.

The effects and influences of interprofessional collaboration.

Interprofessional meeting techniques.

Knowledge and insight into the range of tasks and the vision of other disciplines.

The client perspective.

The contexts of interprofessional collaboration in the various domains.

The policy frameworks of professional and interprofessional action.

Various reflection frames.

The social values and ethical frameworks within the professional as well as within the interprofessional professional activities.

Effective and efficient interprofessional communication skills.

Interprofessional roles and responsibilities.

Interprofessional team and teamwork.

interprofessional case discussion and case analysis.

Interprofessional care plan.

The process of care, support and guidance (care plan).

The problem analysis and the problem solution (care plan).

SMART interprofessional and professional care goals and care questions (care plan).

The jargon of other disciplines.

ICF and a shared language.

Order of enrolment

There are no prerequisites for this course.

Prerequisites

No prior knowledge of Dutch is required
Basic knowledge of English

Final objectives

If necessary the student adapts his behaviour and communication style in an intercultural context, and explores alternative behaviour patterns.
The student is open to alternative ideas and opinions, will examine them and considers the value of the alternatives.
The student knows and understands his own frame of reference and worldview and he is able to link these to other view points.
The student listens to the vision and expertise of others and also accepts the relativity of one's own vision and ideas.
In work-related settings, the student is able to easily connect with colleagues, clients and other stakeholders; he is able to communicate in a clear way, and he is able to function well in a team.
The student dares to take responsibility; he is able to address the challenges at work or internship, and this behaviour is based on a realistic understanding of the own skills and competences.
In stressful work-related situations, the student has sufficient capacity and coping skills to either maintain his professional performance, or to seek appropriate support.

Final objectives

- Communicate in a constructive way in a variety of context with different actors.

- Collaborate in an active and participating way within a broad team.

- Elaborate care sollutions for the pupil and also personally.

Teaching methods

  • Peer teaching
    Additional information: Students learn about each other's discipline, from each other and in collaboration with each other. They acquire knowledge and insight into the tasks of other disciplines, learn from each other's thinking frameworks and learn to look at the client from a broader perspective.
  • Activating lecture
    Additional information: Activating lecture with interactive and belended learning
  • Demonstration
    Additional information: Demonstrate
  • Practice session
    Additional information: role play; peer tutoring, guided excercises, plenairy excercises, groepswork, cases, learning tasks, guided independent learning externally, independent work, guided self study, projectwork

Study guidance

Binding communication via "Announcements" on Chamilo.

Functional use of the electronic learning environment Chamilo by, among other things, placing course material, adding links and possibly using other functionalities.

Providing supporting self-study material through Chamilo.

Mandatory use of HOGENT Teams for mutual informal and formal communication and online meetings outside the physical contact moments and meetings on campus.

Active coaching during meetings.

Support while reflecting.

Support in adjusting actions based on reflection.

Monitoring by appointment (via e-mail), conducted online via Teams or on campus.

Individual discussion of the process evaluation.

Evaluation

Evaluation(s) for first exam chance
MomentForm%Remark
Inside Regular exam scheduleIntegrated assessment100,00The Integrated Assessment is composed of various evaluation forms.
Presentation (30% of the points): Oral performance/explanation of the assignment (care plan), and the interprofessional collaboration by answering questions from the teachers/coaches/supervisors.
Product evaluation (40% of the points): paper, report, logbook, design, portfolio.
Process evaluation (30% of the marks): Observation of the student's performance and evolution (by means of formative evaluation and reflection). Various reflections from which remedies follow. Conversation based on the reflections and remedies and linked to the student's functioning. Actual participation such as the attendance obligation and substantive participation such as the quality of the contributions and the best efforts obligation = active input during the meetings organized by us as well as during the meetings organized by the students. Peer assessment(s) in which students assess themselves (self-assessment) and others (peer assessment) based on assessment criteria drawn up in advance by the students themselves (derived from the learning results).
Exceptional provisions:
Participation in the group meetings is mandatory. If a student is illegitimately absent from one of the five coaching-supervision moments, the student cannot pass and will receive the mention 'A' (absent) for the total evaluation of this course unit. if a student is legitimately absent on more than 20% of the coaching-supervision moments, the student cannot pass and he will receive the mention 'A' (absent) for the total evaluation of the course unit.
If you do not participate in a peer assessment, the final score will be reduced by 2 out of 20.
If a student does not pass the process evaluation (30% of the points), the student cannot pass and will receive a maximum final score of 8/20.
With regard to passing this course, one should consult the assessment sheet, which is available via the electronic learning environment.
Evaluation(s) for re-sit exam
MomentForm%Remark
Inside Regular exam scheduleIntegrated assessment100,00The Integrated Assessment is composed of various evaluation forms.
Presentation (30% of the points): Oral performance/explanation of the assignment (care plan), and the interprofessional collaboration by answering questions from the teachers/coaches/supervisors.
Product evaluation (40% of the points): paper, report, logbook, design, portfolio.
Process evaluation (30% of the marks): Observation of the student's performance and evolution (by means of formative evaluation and reflection). Various reflections from which remedies follow. Conversation based on the reflections and remedies and linked to the student's functioning. Actual participation such as the attendance obligation and substantive participation such as the quality of the contributions and the best efforts obligation = active input during the meetings organized by us as well as during the meetings organized by the students. Peer assessment(s) in which students assess themselves (self-assessment) and others (peer assessment) based on assessment criteria drawn up in advance by the students themselves (derived from the learning results).
Exceptional provisions:
Participation in the group meetings is mandatory. If a student is illegitimately absent from one of the five coaching-supervision moments, the student cannot pass and will receive the mention 'A' (absent) for the total evaluation of this course unit. if a student is legitimately absent on more than 20% of the coaching-supervision moments, the student cannot pass and he will receive the mention 'A' (absent) for the total evaluation of the course unit.
If you do not participate in a peer assessment, the final score will be reduced by 2 out of 20.
If a student does not pass the process evaluation (30% of the points), the student cannot pass and will receive a maximum final score of 8/20.
With regard to passing this course, one should consult the assessment sheet, which is available via the electronic learning environment.

Evaluation

first exam chance

periodic: oral exam, counts for 30 % (presentation, peer assesment)

non periodic: integrated assessment, counts for 40 % (paper,report, logbook, product/design, peer-assessment in order to individualize the group score, but in case students do not participate in the peer assessment, the final score will be diminished wit 2/20th of the score on 20. 

non periodic: observation of performance of the student, counts for 30 % (evaluation of process)

Evaluation for the re-sit exam

periodic: observation of performance of the student, counts for 30 % (There is no second examination periode for observation of performance of the student. The marks gained during the first examination period are transferred or stay nihil (as the student missed the evaluation)

periodic: integrated assessement, counts for 40 % (paper, report, logbook, product/design with productevaluation)

periodic: oral examination, counts for 30 % (presentation)







Other study materials

course material on Chamilo

Study costs

The cost of obligatory learning material is estimated approximately 15 euro.

Other extra costs are estimated approximately  15 euro. Be aware that real costs will depent on the effective costs of materials and also the effective costs generated by activities in wich students will participate.