9 IPE Frameworks
There are several frameworks outlining key competencies required for effective
interprofessional collaboration that aim to guide and evaluate interprofessional
education learning experiences and activities. For the purposes of brevity, we will
outline only a couple of these frameworks in this chapter.
On an international level, the WHO (2010) established its commitment to IPE
with its publication of the Framework for Action on Interprofessional Education and
Collaborative Practice, which highlights six key interprofessional learning domains
required for collaborative practice: teamwork, roles and responsibilities, communication, learning and critical reflection, relationships with the patient, and ethical
practice. Similar to these six learning domains, there are six core competencies
outlined in the Canadian Interprofessional Competency Framework (Canadian
Interprofessional Health Collaborative (CIHC), 2010), which include team functioning, role clarity, communication, collaborative leadership, conflict resolution, and
patient/client/family/community-centered care. Both of these frameworks have been
based on research evidence identifying what competencies are required for effective
interprofessional collaborative practice, thereby providing viable and sufficient
evidence to inform the implementation of effective interprofessional education
experiences.
10 Interprofessional Education Experiences
One example of evidence-based practice in IPE, or knowledge translation in action,
was the planning and development of an Interprofessional Education Clinical
Teaching Unit in a Canadian community hospital. A steering committee comprised
of 10 members with representatives from three academic partners and a variety of
hospital stakeholders, met together for several months to plan and develop an
innovative clinical teaching unit focused on offering effective interprofessional
education experiences to a variety of pre-licensure health care students. The main
objective of this unit was to integrate interprofessional education into core training
for all involved professions in the clinical setting for the purpose of developing
competencies required for effective interprofessional collaborative practice, while
simultaneously providing high quality, patient-centered care.
The IPE unit provided opportunities for students to work together through various
interprofessional activities and dedicated time was provided for the students to learn
together. All health professional students participated in interprofessional experiential activities that included daily bullet rounds (team meetings) where all students
were expected to share clinical information and discuss their patients. Often these
rounds were focused on the discharge of a patient and were facilitated by one of the
team members. Another opportunity for interprofessional learning in this clinical
unit involved student presentations of cases of observed and/or experienced
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D. Prentice and J. Salfi
There are several frameworks outlining key competencies required for effective
interprofessional collaboration that aim to guide and evaluate interprofessional
education learning experiences and activities. For the purposes of brevity, we will
outline only a couple of these frameworks in this chapter.
On an international level, the WHO (2010) established its commitment to IPE
with its publication of the Framework for Action on Interprofessional Education and
Collaborative Practice, which highlights six key interprofessional learning domains
required for collaborative practice: teamwork, roles and responsibilities, communication, learning and critical reflection, relationships with the patient, and ethical
practice. Similar to these six learning domains, there are six core competencies
outlined in the Canadian Interprofessional Competency Framework (Canadian
Interprofessional Health Collaborative (CIHC), 2010), which include team functioning, role clarity, communication, collaborative leadership, conflict resolution, and
patient/client/family/community-centered care. Both of these frameworks have been
based on research evidence identifying what competencies are required for effective
interprofessional collaborative practice, thereby providing viable and sufficient
evidence to inform the implementation of effective interprofessional education
experiences.
10 Interprofessional Education Experiences
One example of evidence-based practice in IPE, or knowledge translation in action,
was the planning and development of an Interprofessional Education Clinical
Teaching Unit in a Canadian community hospital. A steering committee comprised
of 10 members with representatives from three academic partners and a variety of
hospital stakeholders, met together for several months to plan and develop an
innovative clinical teaching unit focused on offering effective interprofessional
education experiences to a variety of pre-licensure health care students. The main
objective of this unit was to integrate interprofessional education into core training
for all involved professions in the clinical setting for the purpose of developing
competencies required for effective interprofessional collaborative practice, while
simultaneously providing high quality, patient-centered care.
The IPE unit provided opportunities for students to work together through various
interprofessional activities and dedicated time was provided for the students to learn
together. All health professional students participated in interprofessional experiential activities that included daily bullet rounds (team meetings) where all students
were expected to share clinical information and discuss their patients. Often these
rounds were focused on the discharge of a patient and were facilitated by one of the
team members. Another opportunity for interprofessional learning in this clinical
unit involved student presentations of cases of observed and/or experienced
132
D. Prentice and J. Salfi