Developing postgraduate work-based curriculum using an Intervention Mapping approach. Victoria Stewart

Transcription

1 Developing postgraduate work-based curriculum using an Intervention Mapping approach Victoria Stewart

2 Context Master of Mental Health Practice Interprofessional On-line delivery 80 credit points Includes 10cp placement (or project for students already working in the mental health field) Pathway entry undergraduate health degree Graduate Certificate (GPA>5)

3 Evaluation 2011 Mental health employers value work based placements and assessments Students and employers appreciated interprofessional learning but feedback indicated that discipline specific skills and knowledge also important Program needed to focus on skills as well as knowledge acquisition Range of students enrolled in program needed to provide appropriate learning for students new to the field as well as experienced practitioners

4 My problem Develop a course which provided all students with a work-based experience focus on skills Students are from a diverse range of backgrounds, disciplines and work environments Students with no experience complete traditional placement Need to provide learning opportunities for the development of advanced practitioner skills

5 Intervention Mapping (IM) Approach Bartholomew, Parcel and Kok (1998) Planning framework which outlines steps to inform the development of an intervention Traditionally utilised in health promotion and health intervention planning Recent interest in using this approach for training and education programs Van Rijssen et al. (2011) communication skills for doctors Wheeler et al. (2013) continuing education for pharmacists

6 1. Needs assessment IM phases 2. Mapping of intervention objectives 3. Theory-based methods and practical strategies 4. Program design 5. Adoption and implementation plan 6. Evaluation plan

7 Evaluation Implementation Steps Step 1: Needs assessment Step 2: Program objectives Step 3: Theory-based methods and practical strategies Step 4: Program design Step 5: Adoption and implementation plan Step 6: Evaluation plan Tasks - Identify problem - Plan needs assessment - State expected outcomes - Specify performance objectives - Review program ideas with stakeholders - Identify theoretical methods - Translate methods into practical strategies - Operationalise strategies into a plan - Develop documentation and materials - Pilot test - Identify implementation plan - Implement program - Develop evaluation model and design - Collect evaluation evidence

8 Step 1: Needs Assessment 1. Stakeholder Reference Group Senior mental health professionals in supervisory roles (n=2) Academic staff from mental health program (n=3) Academic staff from work integrated learning (n=3) Discussion schedule Individual outcomes to be identified for each student Assess growth in capability Focus on application of skills Learning goals to be context-specific and aligned to workplace requirements

9 Step 1: Needs Assessment 2. Scan of the Literature Practice learning, praxis, work-based learning, WIL professional practice, health education, expertise, lifelong learning Current focus on pedagogic potentials of workplaces (Billet, 2008, 2010, 2011; Morris & Blaney 2010; Smith, 2011) Increasingly, workplace learning is seen as effective for maintaining skill currency across working lives (Raelin, 2007) Practice situations are complex and constantly changing and allows for transformation of practice (Fowler & McGarry, 2011) Praxis focus on deliberation rather than technical work (Connor, 2004) Limited literature on work-based learning in postgraduate, advanced skills

10 Step 2: Mapping of praxis course objectives Aim: assist students develop new mental health skills in a particular area; review professional understandings and evidence; develop advanced level of capability Learning Outcomes Critical reflection and evaluation of own skills Application of theory and evidence-based interventions Interprofessional collaboration skills Awareness of own learning style and future learning goals

11 Step 3: Theory-based methods and practical strategies Identified from Reference Group and scan of literature 1. Deliberate Practice Theory (Ericsson, Krampe, Tesch-Römer, 1993) 2. Pedagogical Approach for work-based learning (Brodie & Irving, 2007)

12 Deliberate Practice Theory Useful in analysing the learning of professionals and promoting the acquisition of expertise Identifies that the nature of the practice activities are important - activities which are specifically designed and structured for learning contribute most to learning (van de Wiel, Van den Bossche, & Koopmans, 2011) A number of studies have examined deliberate practice in the workplace and concluded that key principles in workplace learning and the development of expertise include: the processes of reflecting on work experiences deliberately looking for situations and tasks that may contribute to professional development (van de Wiel, Van den Bossche, Janssen, & Jossberger, 2011)

13 Pedagogical Approach Brodie & Irving (2007) presented approach for supporting and assessing work-based learning within a higher education setting Developed for use within undergraduate programs, was seen as useful to underpin development of postgraduate course Following elements of student learning knows what they are learning (implies change) and how to do it effectively (approach) can recognise when they have learnt (description and reflection) able to identify what they have learnt (analysis and evaluation) know what learning is informed by (evidence) recognise what they need to learn (future learning) Student can shape their own learning

14 Step 4: Praxis course design Assessment items developed and reviewed by Reference Group 1. Praxis learning plan 2. Observation of setting report 3. Praxis learning portfolio 4. Supervisors report

15 Step 5: Praxis implementation plan Introduced for student enrolment in semester 2, students completed praxis in their own workplace. Core requirement of the program and undertaken in the last semester of study Available in semesters 1 & 2 ongoing Identified change Planning process rushed due to tight semester timeframes Preparation for praxis course introduced in semester 1, 2014

16 Step 6: Praxis evaluation plan Implementation of Mental Health Praxis Course, Semester 2, 2013 Data Collection (semester 2, 2013): Semi-structured interview with students (n = 4) Semi-structured interview with mentors (n = 1) Portfolio assessment items (n 5) * Amendment to course delivery based on preceding findings Delivery of Mental Health Praxis Course, Semester 1, 2014 Data Collection (semester 1, 2014): Semi-structured interview with students (n 1) * Semi-structured interview with mentors (n 1) * Portfolio assessment items (n 1) * 6 month follow-up interview with semester 2, 2013 students (n 3) * Amendment to course delivery based on preceding findings Delivery of Mental Health Praxis Course, Semester 2, 2014 Data Collection (semester 2, 2014): Semi-structured interview with students (n 5)* Semi-structured interview with mentors (n 2)* Portfolio assessment items (n 5)* *Minimum anticipated number of participants

17 Summary Strengths Clear step-by-step approach Integration of stakeholder needs, theoretical frameworks and practical applications Evaluation plan collect data to inform future implementation and flexible to allow cyclic integration of evaluation information Limitations Resourcing

18 Overall The Intervention Mapping approach was useful for the development of a work-based, postgraduate course

19 References Bartholomew, L. K., Parcel, G. S., & Kok, G. (1998). Intervention Mapping: A Process for Developing Theory and Evidence-Based Health Education Programs. Health Education & Behavior, 25(5), van Rijssen, H. J., Schellart, A. J. M., Anema, J. R., de Boer, W. E. L., & van der Beek, A. J. (2011). Systematic development of a communication skills training course for physicians performing work disability assessments: from evidence to practice. BMC medical education, 11(1), Wheeler, A., Fowler, J., & Hattingh, L. (2013). Using an Intervention Mapping Framework to Develop an Online Mental Health Continuing Education Program for Pharmacy Staff. Journal of Continuing Education in the Health Professions, 33(4), Billett, S. (2008). Emerging Perspectives on Workplace Learning. In S. Billett, C. Harteis & A. Eteläpelto (Eds.), Emerging Perspectives of Workplace Learning (pp. 1-12). Rotterdam: Sense. Billett, S. (2010). Lifelong learning and self: work, subjectivity and learning. Studies in Continuing Education, 32(1), Billett, S. (2011). Curriculum and pedagogic bases for effectively integrating practice-based experiences. Strawberry Hills: Australian Learning and Teaching Council. Morris, C., & Blaney, C. (2010). Work-based Learning. In T. Swanwick (Ed.), Understanding Medical Education: Evidence, Theory and Practice (pp ): Wiley-Blackwell. Smith, C. (2011). Evaluating the quality of work-integrated learning curricula: a comprehensive framework. Higher Education Research & Development, 31(2),

20 References Raelin, J. A. (2007). Toward an Epistemology of Practice. Academy of Management Learning & Education, 6(4), Fowler, C., & McGarry, D. (2011). Praxis: The Essential Nursing Construct Evidence-Based Practice in Nursing Informatics: Concepts and Applications (pp ). Connor, M. J. (2004). The practical discourse in philosophy and nursing: an exploration of linkages and shifts in the evolution of praxis. Nursing Philosophy, 5(1), Ericsson, K., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological review, 100(3), 363. Brodie, P., & Irving, K. (2007). Assessment in work-based learning: investigating a pedagogical approach to enhance student learning. [Article]. Assessment & Evaluation in Higher Education, 32(1), van de Wiel, M., Van den Bossche, P., & Koopmans, P. (2011). Deliberate practice, the high road to expertise: K.A. Ericsson. In F. Dochy, D. Gijbels, M. Segers & P. Van den Bossche (Eds.), Theories of Learning for the Workplace. (pp. 1-16). Abingdon: Routledge. van de Wiel, M., Van den Bossche, P., Janssen, S., & Jossberger, H. (2011). Exploring deliberate practice in medicine: how do physicians learn in the workplace? Advances in health sciences education, 16(1),