competencies
required
for
interprofessional
collaboration.
Effective
interprofessional collaboration is essential in the delivery of safe, ethical, and quality
health care. Interprofessional collaboration (or interprofessional practice) occurs
when a variety of professionals work alongside patients, families, and communities
to deliver the highest quality of care, with the ultimate goal of strengthening health
and social care systems and improving overall health outcomes (WHO, 2010).
Interprofessional education (IPE) aims to develop the competencies required for
effective collaboration, namely role clarity, communication, team functioning, and
conflict management. These competencies, in addition to an ongoing commitment to
provide client-centered care, form the foundation of a collaborative workforce that is
prepared to meet the needs and challenges of the current health care environment
(WHO, 2010).
8 Interprofessional Education (IPE)
Interprofessional education occurs when students from “two or more professions
learn with, from, and about each other to improve collaboration and the quality of
care” (Centre for the Advancement of Interprofessional Education [CAIPE], 2002,
p. 6). IPE is not a new concept and can be described in the literature as education
taking on many different shapes and forms and in a variety of settings. For example,
IPE has been successfully delivered via case-based discussions, online and
simulation-based learning, and incorporated into anatomy dissection lab environments, as well as into work-based clinical environments. When designing and
implementing IPE experiences and opportunities, there are a few key principles
that should be considered in order to enhance the effectiveness of interprofessional
learning (as identified by CAIPE, 2017). First, IPE should provide the opportunity to
learn about one’s own scope of practice, as well as that of other professionals.
Second, the learning experience should be grounded in mutual respect, and honor
the distinct knowledge and expertise that each participant brings to the team from
their respective backgrounds. Third, IPE should provide the opportunity for students
to develop and refine essential competencies required for collaboration (Centre for
the Advancement of Interprofessional Education [CAIPE], 2017).
Another key principle of effective IPE is that it should be integrated throughout a
pre-licensure curriculum, and continuously revisited and reinforced as the student
progresses through the program and develops as a professional. This continuum
should use a variety of pedagogical methodologies, and be planned with intentional,
experiential, and shifting goals for each level of the learner (Grice et al., 2018; Salfi,
Solomon, Allen, Mohaupt, & Patterson, 2012).
Embedded within these key principles of effective IPE are a variety of competencies (knowledge, skills, and attitudes/behaviors) that are required for
interprofessional collaborative practice. IPE competency frameworks aim to provide
a common lens through which a variety of professionals can assess, evaluate, and
implement evidence-based team practice.
Translating Evidence into Practice: An Experience with Interprofessional. . .
131
required
for
interprofessional
collaboration.
Effective
interprofessional collaboration is essential in the delivery of safe, ethical, and quality
health care. Interprofessional collaboration (or interprofessional practice) occurs
when a variety of professionals work alongside patients, families, and communities
to deliver the highest quality of care, with the ultimate goal of strengthening health
and social care systems and improving overall health outcomes (WHO, 2010).
Interprofessional education (IPE) aims to develop the competencies required for
effective collaboration, namely role clarity, communication, team functioning, and
conflict management. These competencies, in addition to an ongoing commitment to
provide client-centered care, form the foundation of a collaborative workforce that is
prepared to meet the needs and challenges of the current health care environment
(WHO, 2010).
8 Interprofessional Education (IPE)
Interprofessional education occurs when students from “two or more professions
learn with, from, and about each other to improve collaboration and the quality of
care” (Centre for the Advancement of Interprofessional Education [CAIPE], 2002,
p. 6). IPE is not a new concept and can be described in the literature as education
taking on many different shapes and forms and in a variety of settings. For example,
IPE has been successfully delivered via case-based discussions, online and
simulation-based learning, and incorporated into anatomy dissection lab environments, as well as into work-based clinical environments. When designing and
implementing IPE experiences and opportunities, there are a few key principles
that should be considered in order to enhance the effectiveness of interprofessional
learning (as identified by CAIPE, 2017). First, IPE should provide the opportunity to
learn about one’s own scope of practice, as well as that of other professionals.
Second, the learning experience should be grounded in mutual respect, and honor
the distinct knowledge and expertise that each participant brings to the team from
their respective backgrounds. Third, IPE should provide the opportunity for students
to develop and refine essential competencies required for collaboration (Centre for
the Advancement of Interprofessional Education [CAIPE], 2017).
Another key principle of effective IPE is that it should be integrated throughout a
pre-licensure curriculum, and continuously revisited and reinforced as the student
progresses through the program and develops as a professional. This continuum
should use a variety of pedagogical methodologies, and be planned with intentional,
experiential, and shifting goals for each level of the learner (Grice et al., 2018; Salfi,
Solomon, Allen, Mohaupt, & Patterson, 2012).
Embedded within these key principles of effective IPE are a variety of competencies (knowledge, skills, and attitudes/behaviors) that are required for
interprofessional collaborative practice. IPE competency frameworks aim to provide
a common lens through which a variety of professionals can assess, evaluate, and
implement evidence-based team practice.
Translating Evidence into Practice: An Experience with Interprofessional. . .
131