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A recent review of interprofessional education in the UK invited the Centre for the Advancement of Interprofessional Education (CAIPE) to instigate discussions amongst organisations and researchers for the purpose of “establishing a group to conduct an up-to-date, broad-based worldwide systematic review of evidence for pre-qualifying interprofessional education in health and social care” (Barr, Helme, & D’Avray, 2014, p.7).

Interprofessional education (IPE) to improve and increase interprofessional collaborative practice (IPC) has been documented for over 50 years in Canada, but it is within the last 15 years that it has gained attention in research, education and practice contexts. IPE is defined as two or more professions that learn with from and about each other to improve collaboration and the quality of care (CAIPE 2002).

CONTEXT:

Interprofessional education (IPE) is believed to prepare health professional graduates for successful collaborative practice. A range of instruments have been developed to measure the outcomes of IPE. An understanding of the psychometric properties of these instruments is important if they are to be used to measure the effectiveness of IPE.

OBJECTIVES:

This article provides research with standardized patients, supporting modification of the 9-point McMaster-Ottawa Scale to a 3-point scale with behavioral anchors that permits ease of use for rating individuals performing in teams and the team.  The authors use G-theory to assess the accuracy of faculty rating health professions students trained to perform at 3 different skill levels. 

Interprofessional care ensures high quality healthcare. Effective interprofessional collaboration is required to enable interprofessional care, although within the acute care  hospital setting interprofessional collaboration is considered suboptimal. The integration of nurse practitioner roles into the acute and long-term care settings is influencing enhanced care. What remains unknown is how the nurse practitioner role enacts interprofessional collaboration or enables interprofessional care to promote high quality care.

BACKGROUND:

Increased attention on collaboration and teamwork competency development in medical education has raised the need for valid and reliable approaches to the assessment of collaboration competencies in post-graduate medical education. The purpose of this study was to evaluate the reliability of a modified Interprofessional Collaborator Assessment Rubric (ICAR) in a multi-source feedback (MSF) process for assessing post-graduate medical residents' collaborator competencies.

METHODS:

Congratulations to our colleague and member of the OHNEP National Nursing Oral Health Workgroup, Dr.

This article was part of a larger project and publication that can be found here:  

https://nexusipe.org/resource-exchange/progress-and-promise-profiles-interprofessional-health-training-deliver-patient

In 1968, the associate editor of Modern Hospital announced that clinical pharmacy was the “hot new trend” in pharmacy circles. Pharmacy educators developed the concept of clinical pharmacy—and launched the first clinical pharmacy programs—in the mid-1960s as a new type of pharmacy practice that was patient oriented, rather than drug product oriented.