Cecilia Rokusek, Ed.D., M.Sc., R.D.

Assistant Dean for Education, Planning, and Research

Interprofessional Education and Practice:

A Primer for Faculty

1. Discuss the core competencies for Interprofessional Collaborative Practice as established by Interprofessional Education Collaborative (IPEC);

2. Identify the interprofessional competency domains for effective practice;

3. Discuss approaches to integrating interprofessional theory and practice into existing health professions education curriculum;

4. Identify barriers to interprofessional education and practice;

5. Discuss the future of interprofessional education in health care delivery.

I. Core Competencies for Interprofessional Collaborative Practice – Interprofessional Education Collaborative (IPEC)

A. http://www.asph.org/userfiles/CollaborativePractice.pdf

Interprofessional Competency Domains The panel identified four core competency domains that draw meaning from the specific contexts of patient care. Development and demonstration of these competencies require reflection, flexibility, and adaptability to the spectrum of care contexts – from prevention and health maintenance to acute, chronic, long-term, and palliative care – and the overall goals of care in specific situations. These competencies are a key adjunct to the general professional competencies of the individual health professions. • Values/Ethics for Interprofessional Practice • Roles/Responsibilities for Collaborative Practice • Interprofessional Communication • Interprofessional Teamwork and Team-based Care

IPEC EXPERT PANEL RECOMMENDATIONS:

B. Ultimate Objective:

“To educate our students to work in a new and developing comprehensive, collaborative,

coordinated, and continued system of health care delivery!”

II. The 4 Core Competency Domains of Collaborative IPE Practice

A. Values/Ethics

B. Roles/Responsibilities

C. Interprofessional Communication

D. Teams/Teamwork

What is interprofessional education and practice?

A. When multiple health workers from different professional backgrounds work together with patients, families, caregivers, and communities to deliver the highest quality of care (World Health Organization, 2010)

B. Interprofessional education is a necessary step in preparing a ‘collaborative-ready’ health workforce (World Health Organization, 2008)

A. “When students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes” (World Health Organization, 2010)

B. IPE is not: • Students from one profession learning about other

professions

• Students from one profession learning about other professions

A. Historical perspective: family and community-based care and evolution of the health professions team-based care

B. Evolution of • Team care

• Interdisciplinary care

• Multidisciplinary care

• Transdisciplinary care

• Interprofessional care

C. Era of modernism and health care reform D. Results: improved patient outcomes and

reduced costs

• “The problems encountered by people are typically not as divisible as some professionals might assume. Professionals need to develop frameworks that ensure that individuals are seen as holistic beings rather than as a set of distinct problems, illnesses…” (Geva, Barsky, & Westernoff, 2000, p. 11)

“We cannot work in silos!”

• Differing and complicated procedures

• Multiple assessments gathering similar information

• Use of patient’s time

• Lack of communication between professionals

• Use of medical records to coordinate care

• Communicate to and with the patient

• Growing need to focus on chronic illnesses, such as arthritis, hypertension and diabetes.

• Shifting demographics—people are living longer, increasing numbers of those with complex chronic conditions

• Percentage of people aged 65 years and older in North America will double from 13% to approximately 25% in the next 20 years (Reeves, 2010)

• Effective management of chronic illnesses requires health and social care professionals to work together

Commission on Accreditation of Allied Health Education (CAAHEP)

Institute of Medicine

World Health Organization

American Association of Colleges of Pharmacy

Association of Schools of Public Health

American Association of Colleges of Nursing

American Dental Education Association

Association of Schools of Allied Health Professions

Association of American Medical Colleges

American Association of Colleges of Osteopathic Medicine

A. Just as students need to develop cultural competence in working with patients, they need to develop interprofessional cultural competence to work with their colleagues.

B. “Part of being interprofessional is learning to acknowledge different professional frameworks and being prepared to negotiate across the boundaries” (Hammick et al., 2009, p. 20)

C. IPE must be mission driven within our colleges, departments, and academic programs

D. There must be IPE threads in our instruction and clinical rotations

E. Curriculum committees need to proactively plan for IPE inclusion

F. Students must be exposed from Day 1 of their studies

1. Case studies

2. Patient simulations

3. Online team-based cases

4. Journal Clubs

5. Connections Café

6. Cross-teaching

7. IPE Clubs

8. IPE Conferences

“Remember the patient is a member of the team!”

A. From the literature

• Logistics, Structural Issues: varied locations, schedules, and

curricula (Bridges, Davidson, Odegard, Maki, & Tomkowiak,2011; Mackintosh, Adams, Singer-Chang, & Hruby, 2011)

• Cultural Issues: varied professional cultures, academic cultures (HALL, 2005)

• Psychological Issues: resistance to change, fear (i.e. loss of power, “us vs. them” thinking (Pecukonis, Doyle, & Bliss, 2008)

B. From “our HPD experience” and “lens” from the past two years

• Many “silos” under one roof

• Established curriculum – competency for time slots to incorporate “new” curriculum

• Logistics

• No “mission” drive

• No thread of infusion

• Committed resources (minimal) to make it happen

• Fear – some faculty ready – still not majority, but growing

It is up to you!

Start NOW!

Your 1st day in developing an interprofessional culture to guide you through the rest of your educational study and to be your leadership pillar as you enter practice and become an interprofessional health profession leader in the 21st century

Web address: http://nova.campusguides.com/CIPEP

Includes information on: • Interprofessional Education • NSU Interprofessional Leadership

Program • Interprofessional Articles and

Journals • National Health Services Corps • International Resources

Center for Interprofessional Education and Practice Web site