ABSTRACT
BACKGROUND: The importance of multi-agency working to identify, prevent and reduce domestic abuse is widely recognised. Interprofessional learning opportunities can provide a supportive learning environment for multi-agency practitioners to explore and develop collaborative approaches to improve health outcomes for vulnerable children, young people and their families.Participants drawn from Kent GP trainees, student Health Visitors, School Nurses, Midwives, Social Workers, student Teachers and Special Educational Needs Coordinators (SENCOs), and postgraduate Police Officers attended this sixth annual conference. AIM: To enable participants to understand why domestic abuse is a serious public health issue; identify indicators of domestic violence and abuse; identify opportunities for safe enquiry and know how to respond; critically reflect on ethical, legal, professional and interprofessional challenges for practitioners; and reflect on and explore opportunities for inter-professional working. METHOD: Multi-disciplinary educators delivered formal presentations and facilitated interprofessional workshops.Data from anonymised pre- and post- conference questionnaires distributed on the day, included quantitative questions using a Likert scale 1-5 and open and closed qualitative questions. RESULTS: In total, 75 out of a possible 121 participants completed both questionnaires (62%). The above aims were all met. In all questions participants gave higher scores after the conference indicating increased levels of knowledge and confidence. The qualitative comments highlighted the learning benefits from interprofessional group work. 100% (average score 4.5) agreed that facilitators fostered a supportive learning environment. CONCLUSION: The conference provided a highly valued opportunity for useful interprofessional learning about domestic abuse. Results indicated that it increased participants' knowledge and confidence about their own and others' roles and responsibilities.
ABSTRACT
The drive for a more community-focused approach to pre-registration nursing education as identified in Modernising Nursing Careers, (Department of Health, 2006a) has continued to gather momentum. The research literature identifies that the community context impacts significantly on care delivery, with student nurses often missing the underlying complexities of working in this context; focusing on the task in hand rather than the broader landscape of care (Carr, 2004). In 2008, a community focused pre-registration adult nursing degree pathway was started at Canterbury Christ Church University (CCCU), to prepare a cohort of 16 nursing students to work in the community and general practice setting at the point of registration. Placement learning has been focused within general practice and community through a hub and spoke approach to enable students to develop a deep understanding of the complexities of care in this setting with particular reference to the management of risk and unpredictability. The pilot is being formally evaluated with a particular emphasis on the meaning and relevance of practice learning within these settings. The emerging data will not only provide evidence to promote the community and general practice agenda within pre-registration curricula, but help to clarify the essential skills and knowledge required to prepare students nurses for working in these settings.
