HASC701 Working in Interprofessional Clinical Teams

Overview

Analytical and practical application of research and theory about team culture, roles, development, decision-making, communication and distributive leadership to enhance clinical outcomes through increased effectiveness as an interprofessional team member.

Teamwork improves quality of care, reduces errors, improves patient experience and increases your well-being at work. Combine your experience of teamwork with up-to-date evidence from the disciplines of healthcare and management to become the best team member you can be and foster team excellence in your workplace.

In an environment of self-reflection and shared interprofessional learning, you will consider:

• The role of teams
• Individuals' roles within teams
• Team culture, cooperation and communication
• Nimble teams and capability for change
• What sustains you as an effective team member

About this paper

Limited to

MHealSc, PGDipHealSc, PGDipRehab, PGCertRehab

Eligibility

Anyone eligible for admission to any of the postgraduate programmes in the health sciences.

If you have not already done so, please contact the department for course advice before selecting your programme, rtru@otago.ac.nz.

Contact

Rehabilitation administrator: rtru@otago.ac.nz

Teaching staff

Dr Jean Hay-Smith
Dr Bronwyn Boon (Department of Management)

Paper Structure

There are 13 teaching weeks that cover four teaching modules. Most teaching weeks include assigned reading and a podcast in preparation for the Zoom videoconference, a short videoconference to discuss the assigned material, and a follow-up group learning activity. Midway through the paper is a three-day (half-day, full-day, half-day) residential seminar in Wellington. There are two written assignments due in the 13 weeks and a third one due in the exam weeks that follow the 13 teaching weeks.

Briefly, the paper content is structured as follows:

1. Module 1 - considers our 'angle of vision' and how we look at and understand teams.
2. Module 2 - considers what the individual brings to the team (things like culture, professional paradigm, communication and working preferences) and how this influences team function.
3. Module 3 - concentrates on the structure and processes of teams and looks at some key issues like team meetings. We also look at models of team leadership here and the interplay between team and organisation.
4. Module 4 - an integrative summary of the material, using conflict management in teams as a focus. This incorporates ideas of individual resilience and planning for ongoing professional and team development.

Teaching Arrangements

Regular interaction with classmates and paper tutors via Zoom videoconferencing and the online learning platform, Moodle. Additional on-line events to support whakawhanaunatunga (establishing relationships), and skills development, within the broader Rehabilitation Teaching and Research Unit learning community.

Textbooks

Textbooks are not required for this paper.

Graduate Attributes Emphasised

Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Self-motivation.
View more information about Otago's graduate attributes.

Learning Outcomes

Students who successfully complete the paper will be able to

1. Discuss the role of teams in the contemporary clinical healthcare context, including Hauora Māori and patient-centred care models
2. Show a sophisticated understanding of the relationship between interprofessional team contexts (eg cultural, organisational, clinical setting), team leadership and processes, and the quality and cost-effectiveness of clinical and service delivery outcomes
3. Explore the influence of values (including sources such as culture, organisation, profession, individuals, and stereotypes) on interprofessional team structure and functioning and recognise ways of working that foster mauri ora (conscious well-being), an ethos of cooperation, and shared values
4. Identify a range of strategies for addressing conflict and reaching agreement in interprofessional teams
5. Demonstrate a critical awareness of the influence of distributed and relational leadership styles on interprofessional teams
6. Appraise the purpose, structure and outcomes of a team meeting and formulate ways to improve meeting focus and process
7. Show self-knowledge about your role in a team and an appreciation of other roles, professions and people (including patient and whānau)
8. Demonstrate self-knowledge of your culture, communication and working preferences and understand the impact on others
9. Identify one area for personal growth and outline a plan for increasing your capability to move flexibly between team roles, including a leadership role
10. Establish the ways that help sustain you as an effective team member

Timetable

Overview

Analytical and practical application of research and theory about team culture, roles, development, decision-making, communication and distributive leadership to enhance clinical outcomes through increased effectiveness as an interprofessional team member.

Teamwork improves quality of care, reduces errors, improves patient experience and increases your well-being at work. Combine your experience of teamwork with up-to-date evidence from the disciplines of healthcare and management to become the best team member you can be and foster team excellence in your workplace.

In an environment of self-reflection and shared interprofessional learning, you will consider:

• The role of teams
• Individuals' roles within teams
• Team culture, cooperation and communication
• Nimble teams and capability for change
• What sustains you as an effective team member

About this paper

Limited to

MHealSc, PGDipHealSc, PGDipRehab, PGCertRehab

Eligibility

Anyone eligible for admission to any of the postgraduate programmes in the health sciences.

If you have not already done so, please contact the department for course advice before selecting your programme, rtru@otago.ac.nz.

Contact

Rehabilitation administrator: rtru@otago.ac.nz

Teaching staff

Dr Jean Hay-Smith
Dr Bronwyn Boon (Department of Management)

Paper Structure

There are 13 teaching weeks that cover four teaching modules. Most teaching weeks include assigned reading and a podcast in preparation for the Zoom videoconference, a short videoconference to discuss the assigned material, and a follow-up group learning activity. Midway through the paper is a three-day (half-day, full-day, half-day) residential seminar in Wellington. There are two written assignments due in the 13 weeks and a third one due in the exam weeks that follow the 13 teaching weeks.

Briefly, the paper content is structured as follows:

1. Module 1 - considers our 'angle of vision' and how we look at and understand teams.
2. Module 2 - considers what the individual brings to the team (things like culture, professional paradigm, communication and working preferences) and how this influences team function.
3. Module 3 - concentrates on the structure and processes of teams and looks at some key issues like team meetings. We also look at models of team leadership here and the interplay between team and organisation.
4. Module 4 - an integrative summary of the material, using conflict management in teams as a focus. This incorporates ideas of individual resilience and planning for ongoing professional and team development.

Teaching Arrangements

Regular interaction with classmates and paper tutors via Zoom videoconferencing and the online learning platform, Moodle. Additional on-line events to support whakawhanaunatunga (establishing relationships), and skills development, within the broader Rehabilitation Teaching and Research Unit learning community.

Textbooks

Textbooks are not required for this paper.

Graduate Attributes Emphasised

Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Self-motivation.
View more information about Otago's graduate attributes.

Learning Outcomes

Students who successfully complete the paper will be able to

1. Discuss the role of teams in the contemporary clinical healthcare context, including Hauora Māori and patient-centred care models
2. Show a sophisticated understanding of the relationship between interprofessional team contexts (eg cultural, organisational, clinical setting), team leadership and processes, and the quality and cost-effectiveness of clinical and service delivery outcomes
3. Explore the influence of values (including sources such as culture, organisation, profession, individuals, and stereotypes) on interprofessional team structure and functioning and recognise ways of working that foster mauri ora (conscious well-being), an ethos of cooperation, and shared values
4. Identify a range of strategies for addressing conflict and reaching agreement in interprofessional teams
5. Demonstrate a critical awareness of the influence of distributed and relational leadership styles on interprofessional teams
6. Appraise the purpose, structure and outcomes of a team meeting and formulate ways to improve meeting focus and process
7. Show self-knowledge about your role in a team and an appreciation of other roles, professions and people (including patient and whānau)
8. Demonstrate self-knowledge of your culture, communication and working preferences and understand the impact on others
9. Identify one area for personal growth and outline a plan for increasing your capability to move flexibly between team roles, including a leadership role
10. Establish the ways that help sustain you as an effective team member

Timetable