There has been a notable shift in the UK to recognize the importance of the values of patients they care for rather than the tendency for professionals to make assumptions about their patients (Lawlor and Braunack-Mayer’s 2004). The importance of nurses understanding the values of patients and the peers they work with is even more important post Montgomery Ruling (UKSC 11, 2015). The onus is now being placed on the clinician to understand their patients’ values and ensure these are being taken into account when care is being given. This can be enhanced by interprofessional collaborative practice and an understanding of health care professional roles. They key issue is how best to achieve this understanding and is interprofessional education a good vehicle to teach values-based practice. It has been seen that a history of collaboration between professions does not guarantee shared values, (Drabble 2007). Although Mitchell et al (2012) report that patients and caregivers are integral members of the team, and that professionals should have shared commitment to the patient’ key role in goal setting. Rider et al (2014) emphasised the need for regular communication through protected team reflection time, as values alone without demonstration through communication were insufficient.
Objective
To explore academic and practice nursing and health care staff’s understanding of values-based practice and interprofessional education.
This presentation will explore the concept of values-based practice and interprofessional education. It will share research undertaken to explore understanding of these concepts and the implications for nursing practice and education
Participants
The research has had full ethical clearance and is being undertaken in collaboration between Oxford Brookes University, University of Oxford and the Centre for the Advancement of Interprofessional Education (CAIPE). It has been undertaken by academic and practice staff in nursing, AHP and social work settings
Methods
Mixed methods research including an online survey and face to face interviews. The survey and interviews have been completed by nursing and allied health and social work academic and practice staff
Results
There is a varied understanding of VBP and IPE and there are a number of hurdles to overcome to embed these in a nursing and health care professional curriculum
Context
This research is important for all nurse academics and practitioners in terms of the importance of understanding values-based practice, how we can, as nurses, work with VBP and IPE to ensure excellent care, how we can embed these principles in education, so that our students are exposed to VBP and IPE and to understand its importance in today’s health care
It is relevant also internationally to nurses to be able to debate the VBP and IPE principles and reflect on their importance in their own work and their trainees’ curriculum.