2021-2023 Strategic Imperatives
Five strategic priorities emerged from Nexus Summit 2021 and are shaping the National Center’s work. These strategic imperatives are deeply informed by the National Center’s professional and lay individual, family, and community advisors and partners as well as the local and national interprofessional practice and education community. They will be used to guide decisions around priorities and programs.
The National Center recognizes the complex role and relationship inequities in health have in advancing its strategic imperatives. We are committed to understanding and addressing them by working with stakeholders in health to share ideas, lead conversations, learn together and advance the field with new knowledge. As we learn together, we will continually refine what unique contributions we can make to impact positive action.
1. Build capacity to advance the interprofessional practice and education field through learning, scholarship and research
- Design flexible and novel learning resources for individuals, teams and systems that engage stakeholders using their own experiences to develop knowledge and skills in core concepts and advanced strategies of the practice-education Nexus
- Promote engagement and growth of stakeholders in health through communities of practice that share expertise, connect with colleagues and enhance careers
- Elevate the contributions of scholars and teams implementing and evaluating new models of interprofessional collaboration and learning
- Cultivate leaders in the field through mentorship and coaching
- Build upon the contributions of pioneers across more than six decades to inform future ideas and opportunities
2. Design curriculum together with community within the Nexus to strive to achieve outcomes that matter most to the individuals and populations served are being addressed
- Encourage the use of local data and expertise, coupled with best practices in interprofessional practice and education, to design, implement and evaluate impact based on the needs of the individuals, families, communities and populations served
- Promote meaningful learning among providers, learners and individuals within the community’s context in order to improve quality of care, support innovation in care delivery and drive health equity
- Support the design of intentional partnerships with communities to affect the learning and health outcomes that matter most to those being served
3. Address racism and caste within health care teams so the knowledge, experience and well being of all members can contribute to superior outcomes for those being served
- Facilitate conversations to educate for awareness of the impact of race and caste in health care teams
- Serve as a convener to develop and elevate strategies that break patterns, behaviors and structures of racism and caste that prevent stakeholders from optimizing health
4. Engage people (individuals, families, communities and populations) served in the Nexus so their interests, beliefs and priorities are reflected as we define what matters most in health, healthcare and the education of the future health workforce.
- Serve as a convener to develop and elevate strategies to fully engaged the people served as co-creators of health in partnerships with educators, learners, and providers
- Elevate models of interprofessional practice that are successfully involving the people served to think creatively about addressing health equity
5. Generate new knowledge to improve practice and education outcomes that advance health among the people served
- Engage stakeholders in health to design, implement and evaluate programs using a standardized NexusIPE™ Core Data Set
- Generate sharable, comparable data through the IPE Information Exchange to illustrate national trends, critical success factors and outcomes
- Gather evidence to promote innovative models of care and learning to improve practice and education outcomes
- Share new knowledge and disseminate effective models that are advancing goals toward sustainable and effective improvements in health and learning