Postgraduate Diploma in Interprofessional Education in Health

Purpose

The primary purpose of the Postgraduate Diploma in Interprofessional Education in Health is to develop the learners' interprofessional education knowledge and skills. This knowledge and skills attained will improve health, wellbeing and social care service delivery on the continent within and between the different health professions. Furthermore, the implementation of this qualification will build the capacity of health and social care professionals to further their professional development.

Exit Level Outcomes for the qualification

• Engage with multiple sources of knowledge in the area of interprofessional education.
• An understanding and application of the key terms, concepts, facts, principles, rules and theories related to the field of interprofessional education.
• Analyse and critically evaluate literature relevant to interprofessional education.
• Acquire knowledge in the techniques, procedures, instrumentation and its applications in collaborative practice.
• Identify and understand prescribed organisational and professional ethical codes of conduct.
• Select an appropriate research approach and topics and conduct research using the prescribed quantitative/qualitative research methods in interprofessional education and collaborative practice.
• Collect data and use a variety of analytical techniques and information technologies relevant to the area of interprofessional education and collaborative practice.
• Conduct a research project until completion.

The qualification aims to offer a wide range of transferable skills, including

• A solution-based approach to problem-solving.
• Empowerment strengths-based approach to personal development.
• Competence in written and oral communication.
• Capacity to assess and implement nursing education and other related policies.
• Ability to plan and implement and manage educational projects of a varied nature.
• An ability to work independently and as part of a team.

Rationale

The qualification aims to address the challenges experienced in the fragmented healthcare system whereby professionals are working in their silos and thereby affecting the health outcomes of the population. The qualification focuses on preparing the learners to work professionally and collaboratively. The Postgraduate Diploma Interprofessional Education enables practitioners to collaborate across and within professions (e.g. doctors, nurses, physiotherapists.) and sectors (education, agriculture.) to provide high-quality health and social care. Internationally and nationally, the emerging need for interprofessional education and collaborative practice emphasises the current methods. The implementation of this qualification could facilitate IPCP core competencies (roles and responsibilities, leadership, communication, ethics and values) between different healthcare professionals from various health and social sectors.

Recognition of Prior Learning (RPL)

Access to the qualification is available in terms of the university's RPL policy and its admission criteria stipulated by Senate. Also, learners need to undergo a Portfolio Development Course for the RPL process for admission to the qualification. The PDC will focus on written submission explaining the reasons for the learners' interest in the discipline as an adjunct to their existing professional competencies and indicating the nature of a possible research project. Also, an application must follow the terms of the institution's competency rule via Senate.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor in any cognate discipline 360-Credits, NQF Level 7.

And

• A minimum of three years of working experience in the health or welfare sector is required.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules at Level 8, 100 Credits

• Theories, Models and Concepts in Interprofessional Education, 30 Credits.
• Leadership in Interprofessional Education and Collaborative Practice, 20 Credits.
• Interprofessional Shared Decision-making, 20 Credits.
• Interprofessional Research Project, 30 Credits.

Elective Modules at Level 8, 20 Credits (Choose one)

• Management Strategies in Public Health, 20 Credits.
• Policy Implementation and evaluation in sport and development, 20 Credits.
• Health Promotion in Public Health, 20 Credits.
• Monitoring and evaluation for Health Services Improvement, 20 Credits.
• Leadership Culture and Diversity (Inclusivity/Culture/Diversity), 20 Credits.

1. Apply the basic concepts of Interprofessional Education and Collaborative Practice within the area of current practice.
2. Critically evaluate ethical dilemmas and apply relevant principles within health professions education.
3. Apply various leadership styles and conflict management in various contexts to enhance collaborative practise between health professionals.
4. Apply the basic principles of ethical leadership.
5. Apply the basic principles and or process of research, through the development of data collection tools and to effectively collect research data.
6. Interpretation of research data and the production of a research report.
7. Apply the basic principles of Interprofessional Shared Decision making.
8. Implementation of shared decision making and ethical principles, behaviour, professionalism using case studies.
9. ntegrate leadership, culture and diversity in the local and global context.

The following Associated Assessment Criteria will assess the Exit Level Outcomes in an integrated manner

• Analyse, integrate and apply IPE theories and models in a clinical practice setting.
• Implement IPE assessment principles, strategies and methods in the field of practice.
• Distinguish between ethics and professionalism in clinical practice.
• Identify and apply ethical issues related to the context.
• Implement management and leadership concepts and theories as related to interprofessional education and collaborative practice.
• Demonstrate an ability to apply the principles of management and leadership within a team.
• Demonstrate an understanding of the concept of ethics as it relates to leadership.
• Demonstrate an understanding of the implications of ethical leadership.
• Demonstrate an understanding of the fundamentals of research methods in the social sciences.
• Identify and formulate a research problem in the area of IPE.
• Identify variables and interrelationships between them and link these to appropriate literature survey and sampling methods.
• Report on research findings in the form of a research report.
• Critically evaluate what constitutes interprofessional shared decision making (IP-SDM) and how it involves a client/patient-centred approach (stakeholders).
• Apply team logistics concerning IP-SDM/ethics/professionalism.
• Understand the decision support tools that are available and the limitations of these tools.
• Understand the theoretical approaches to leadership, culture and diversity with a specific focus on Africa.
• Understand the basic principles associated with leadership, culture, diversity, community and organisational development.
• Develop critical thinking and analytical skills to understand leadership in its human and social context.

Integrated Assessment

The module will inform learners about the type and weight of the assessment and the dates on which assessments are due.

Assessment is continuous and includes tests, individual and group assignments, presentations, classroom-based group work, projects, case studies, portfolios, and clinical/practical learning. The assessments can either be paper-based, online or oral, and the number of assessments per module will depend on the module credits.

Learners will be required to complete specific tasks in class as individuals or in groups.

Oral presentations will take place in class, individually and with groups. The oral presentation will allow learners to work co-operatively, to share experiences and to learn from each other, and also to gain confidence as they participate in class. All these forms of formative assessments aim at strengthening students' communication skills, their sense of independence and their ability to work as a team. They prepare them for the world of work as health professionals where they have to work as members of an academic team.

Formative and Summative Assessment

The university uses continuous and final assessments where the formative assessments make up the continuous assessments, and the summative assessment is the final assessment. In this qualification, there will be ongoing and a final assessment. Each assessment will carry a specific weight/percentage towards the final mark for the module.

The final assessment will occur at the end of each module, at the end of a semester. This assessment usually contributes to the highest weighting/percentage towards the final mark.