Interprofessional collaboration - Områdeemne innen studieområde medisin og helse

This is a cours within study area medicine and health. This course aims to give students from different health professions insight into what it means to interact both interdisciplinary, interprofessional, cross-sectoral and across businesses. In addition, the course provides students with a practical and theoretical basis for engaging in professional collaboration and initiating such collaboration.

To achieve this, the students, who come from different study programs, must learn about, from and with each other. In this course, students will work with i interprofessional collaboration in different contexts.

The focus is on interprofessional collaboration in general, in addition are topics like communication, ethics, legislation, equal services, health and social system and health policy, inclusion and non-discrimination including Sami peoples status as indigenous peoples, children and young people, risk assessment, improvement knowledge, innovation and digital cooperation included.

The learning outcomes cover topics within all the general learning outcomes in §2 of the Regulations for a common framework for Health and Social Studies (https://lovdata.no/dokument/SF/forskrift/2017 -09-06-1353), at the level needed to participate in interprofessional collaboration.

Knowledge: The student:

• Knows what collaboration in the health care service entails, including interdisciplinary, interprofessional and cross-sectoral collaboration.
• Knows how interprofessional collaboration can strengthen interaction with users, patients and relatives.
• Knows about health and social policy, can update their knowledge of the health and welfare system, laws, regulations and guidelines and apply them in interprofessional collaboration.
• Knows about inclusion, gender equality and non-discrimination measures, and has knowledge of how interprofessional collaboration can help ensure equal services for all groups in society.
• Knows about the rights of the Sami people, and has knowledge and understanding of Sami status as indigenous peoples.
• Knows about social and health problems including neglect, violence, abuse, substance abuse and socio-economic problems and how to identify and follow up people with such challenges.
• Knows how interprofessional collaboration can be used to meet the needs of children and young people for treatment and/or services and to ensure their participation and rights both as patients and relatives.
• Knows how interprofessional collaboration can be used in innovative thinking and innovation processes that can be used in the health service.
• Knows about methods for assessing the risk of adverse events and how this can be followed up in a systematic way in interprofessional collaboration.

Skills: The student:

• Can participate in interprofessional collaboration that requires acquiring new knowledge and can make professional judgments, decisions and actions in line with knowledge-based practice, and can document and disseminate this.
• Can apply their own professional competence to knowledge sharing, in equal interaction with other professional practitioners including cross-professional mapping of patient/user.
• Can identify, reflect on and deal with ethical issues which may arise in their professional work in general, and in interprofessional collaboration in particular.
• Can contribute to service innovation and has knowledge of systematic and quality-enhancing work processes in multidisciplinary teams.
• Can use digital tools that promote collaboration in general and interprofessional collaboration in particular.

General competence: The student:

• Is aware of links between health, education, work and living conditions, and how such knowledge can be used in interprofessional collaboration, both with individuals and groups in society, to contribute to good public health and inclusion in the work force.
• Can reflect upon their own and other professions' role in interprofessional interaction / interprofessional teams.

The teaching in this course is given with a three-step progression. The activities are distributed over 1 or 3 years of study depending on the program of study (the students will be informed about what applies to them). There are two main activities with different learning styles: a) Schedule compulsory joint teaching days for all students (an estimated two days in each of steps 1 and 2, and 5 days in step 3). b) Student-driven compulsory assignments in multidisciplinary groups that are not scheduled. Most of the work in this course takes place in groups of students from different study programs. The work in the groups is led by the students themselves.