This document summarizes a study on an innovative module aimed at collaborative learning between social work and nursing students. Preliminary findings suggest the module helped develop students' skills but also caused tensions as it pushed them out of their comfort zones. While motivation and understanding of topics increased, interprofessional practice and managing group dynamics proved more challenging. Further analysis is needed to explore facilitating groups and linking course topics to partnership experiences.

1. Learning to Learn: the Collaborative Challenge. Louise O’Connor London South Bank University January 2008

2. “ It’s all good in the end. This Unit drags you out of your comfort zone by the throat and batters you with learning.” Student quote

3. Focus of Study & Presentation Plan First stage of two-part study Undergraduate BA Social Work & BSc Nursing and Social Work (learning disabilities) Focus on teaching & learning of ‘ Partnership & Participation’ Background to innovations in collaborative learning / teaching and assessment Structure of course Research project Initial findings Questions / Themes

4. Spirit of Partnership? Reform of social work education in UK Emphasis on multi-disciplinary approaches to education & practice Social Work located within diverse faculties (health, education, psychology, law, social policy or social sciences…) ‘ Partnership working’ a prescribed curriculum area in England (DoH 2002)

5. Partnership - a dangerous liaison? (Preston-Shoot 2007:670) Original Module & assignment SCIE Knowledge Review (2006) Missed opportunities for challenges / experiential learning? 06/07 Piloted group learning activity Students + lecturer reflection & feedback on pilot and assignment What does it mean? How can we teach this?

6. Revised Module aims: Maximise collaborative inter / intra-professional learning Explicit emphasis on: - group work theory and skills - personal and experiential learning Effective collaboration necessary to achieve outcome Group & individual elements ‘ Intrinsic motivation ’ (Mc Dowell, 2001)

7. Learning Process & Assessment Tasks Group task (40%) Random groups Identified self-directed study periods Exploration of key themes related to partnership Application to case scenario Group presentation and group mark Individual Task (60%) Produce poster Criteria included : understanding of partnership and participation analysis of anti-oppressive aspects reflection on learning process & group experience identification of personal skills

8. Study – Stage 1: Key Questions Impact of an innovative learning and assessment process? Contribution to students’ collaborative and individual learning? Skill and knowledge development (within and across professional boundaries).

9. Study – Stage 1: Data Two cohorts of employment based (EBR) undergraduate social work students (social care posts, attend part-time) Mature, experienced & ethnically diverse: EBR 06 – 17 students EBR 05 – 20 students Taught jointly – 12 week module Stage 2 – 50 Social Work & 25 Nursing / Social Work students (May 08) 37

10. Study – Stage 1 Questionnaires using Likert scales Focus on: - views on personal learning - skill development - understanding of theory / literature - motivation Focus Group

11. Respondents: 14 White / White British 10 Minority Ethnic 4 Ethnicity not indicated Age 25-57. (Mean 42) 18 female 8 male 1 disabled 14 indicated student group (6 – EBR 05 & 8 – EBR 06) 28 questionnaires completed 1 focus group

12. Preliminary Findings The following slides provide examples of some of the preliminary findings. The themes & correlations identified are tentative and will be the subject of further analysis. Stage 2 of the project will be evaluated following delivery of the current module to both nursing and social work students. (post June 2008)

13. Views on Personal Learning ‘I learn more when…’ I experience challenge or tension I am involved in small group discussions

14. Skill development: Time management Team work Communication Negotiation Personal awareness Reflection Presentation Assertiveness Use of IT Researching literature Group task improved skills in all areas Range – 70-92%

15. Skill development ? Resolving conflict 31% disagreed / didn’t know Interprofessional practice 23% disagreed; 23% didn’t know; Working with difference 18% didn’t know

16. Interprofessional Practice?

17. Interprofessional Practice?

18. Understanding of Theory / Literature: Group dynamics * Groupwork models Partnership Participation Anti-oppressive practice * Applying theory to practice * Group task improved skills in all areas Range – 64 –77% * Increase in ‘Disagree’ / ‘Don’t know’

19. Increased motivation & involvement & learning process? Motivation to: Learn more about topics * Participate in collaborative learning * Undertake individual study / tasks Explore different perspectives Improved motivation 70-78% Disagreed / don’t know 14-21%

20. Motivation to participate in collaborative learning:

21. Motivation to participate in collaborative learning

22. Significant correlations Age is significantly correlated to score for anti-oppressive practice (5%) Score for ‘Participate in collaborative learning’ is highly significantly correlated to score for anti-oppressive practice (0.5%) Ethnic group is significantly correlated to assertiveness (5%)

23. Qualitative Data Main benefits? Student quotes: : ‘ putting partnership skills into practice – clarifying roles, challenging each other, developing shared responsibility..’ ‘ working with difference i.e. colleagues’ perspectives, attitudes & ways of working .. helped me to accept these and share my ideas..’ ‘ Learning to manage group dynamics and the complexities involved’.. ‘ good practice to work as a team with people you don’t know well..’

24. Qualitative data Main drawbacks? Student quotes: ‘ personalities & levels of participation … although this exists in the workplace managers and supervisors are there to support the group’..’ ‘ not being able to complete tasks to my own agenda, timeframe..’ ‘ it does not always show the difficulties that occurred and the learning that took place’ Group conflict …. it got nasty and personal..

25. Focus Group Analysis in progress Initial themes: Strong emotions and behaviours experienced in groups Complexity of process Learning achieved

26. Focus Group Themes: Tension, safety, control … ‘ It was very difficult .. Lots of tensions, lots of ‘storming’ all the way through.. ‘ Two cohorts .. power dynamics going on..’ ‘ There was a feeling … “them and us”…’ Maybe they felt it was a safe environment .. the university .. a lot of stuff came out.. they would not have been said in workplace ..’

27. Focus Group Themes: professional boundaries / identities 'they would be disciplined for some of the things that were said… ‘ work is safe because you know there is some sort of redress…’ ‘ in work … always difficult professionals .. [but] always someone higher managing that…’

28. Possible themes to explore, subject to further analysis: Facilitation of groups to enhance learning and conflict resolution? – or will this prevent learning? Greater linking of taught topics with collaborative experience of partnership in action Relevance of identities within and across professional boundaries? Impact of physical location on behaviour / identities? Similarities or differences with Stage 2 data cohort ?

29. ‘ It’s all good in the end. This unit drags you out of your comfort zone by the throat and batters you with learning.’ student quote ************** Correspondence to Louise O’Connor [email_address] Senior Lecturer in Social Work Faculty of Health & Social Care, London South Bank University Learning to learn – the collaborative challenge

30. References Barr, H. Interprofessional education, Today, yesterday and tomorrow. A Review . Learning & Teaching Support Network for Health Sciences & Practice, CAIPE. Jackson, c. (2007) Motivating learning through innovative assessment http://www.bournemouth.ac.uk/eds/presentations/conference_2007/caroline_jackson.ppt Accessed online 20 Jan 2008 McDowell, L. (2001) Students and innovative assessment. York: LTSN Generic Centre [available online] www.heacademy.ac.uk Preston-Shoot, M. (2004) Responding by Degrees: Surveying the Education and Practice Landscape. Social Work Education Vol. 23, No. 6, December 2004, pp. 667–692 Race,P, Brown, S, Smith, S. (2005) 2 nd Ed. 500 Tips on assessment . London: Routledge. Taylor, I, Sharland, E, Sebba, J, Leriche, P, with Keep, A & Orr, D. (2006) The learning , teaching and assessment of partnership work in social work education . Knowledge Review 10. Social Care Institute for Excellence