Interprofessional learning and higher education structural barriers
Structural changes need to be made within universities such that interprofessional education for patient-centred collaborative practice becomes a responsibility that crosses faculty jurisdictions and is accepted as the responsibility of all associated health and human service programs. In communities, the patient or client is the centre of professional attention requiring care that goes beyond the skill and scope of any one profession.
Editorial- All Together Better Health
Interprofessional activists enjoy ever more opportunities to exchange experience between countries thanks to electronic communications, study visits, conferences and, of course, this Journal. An international organisation to promote such exchange has, however, until now been conspicuously lacking.
Preparing students for interprofessional teamwork in health care
In response to community demand, The Office of the Coordinator of Health Sciences at the University of British Columbia in Canada developed a two-day Interprofessional Team Building workshop and piloted it twice. The workshops included faculty and students with clinical experience from nine different health and human service programmes. The design of the workshop was drawn from team-building theory and exercises used in business education. It was augmented by clinical examples and case-based discussions.
A scoping review of interprofessional collaborative practice and education using the lens of the Triple Aim
The Triple Aim unequivocally connects interprofessional healthcare teams to the provision of better healthcare services that would eventually lead to improved health outcomes. This review of the interprofessional education (IPE) and collaborative practice empirical literature from 2008 to 2013 focused on the impact of this area of inquiry on the outcomes identified in the Triple Aim.
Health Professionals for a New Century: Transforming education to strengthen health systems in an interdependent world
The Lancet Commission, consisting of 20 professional and academic leaders from diverse countries, came together to develop a shared vision and a common strategy for postsecondary education in medicine, nursing, and public health that reaches beyond the confines of national borders and the silos of individual professions. The Commission adopted a global outlook, a multiprofessional perspective, and a systems approach. This comprehensive framework considers the connections between education and health systems.
Framework for action on interprofessional education and collaborative practice
At a time when the world is facing a shortage of health workers, policymakers are looking for innovative strategies that can help them develop policy and programmes to bolster the global health workforce.
The Framework for Action on Interprofessional Education and Collaborative Practice highlights the current status of interprofessional collaboration around the world, identifies the mechanisms that shape successful collaborative teamwork and outlines a series of action items that policy-makers can apply within their local health system.
How to build high-quality interprofessional collaboration and education in your hospital: the IP-COMPASS tool
Interprofessional education (IPE) is an important contributor to ensuring interprofessional collaboration and, ultimately, improving the quality of health care. However, there is a gap in available resources on critical success factors for implementing intentional interprofessional learning experiences. The Interprofessional Collaborative Organizational Map and Preparedness Assessment (IP-COMPASS) is a quality improvement framework that provides a structured process to help health care organizations become better prepared to offer IPE.
Interprofessionality as the field of interprofessional practice and interprofessional education: an emerging concept
This paper proposes a new concept and a frame of reference that should permit the development of a better understanding of a phenomenon that is the development of a cohesive and integrated health care practice among professionals in response to clients' needs. The concept is named "interprofessionality" and aims to draw a clear distinction with another concept, that of interdisciplinarity. The utilization of the concept of interdisciplinarity, which originally concerns the development of integrated knowledge in response to fragmented disciplinary knowledge, has caused some confusion.
Interprofessional Care: A Blueprint for Action in Ontario
Interprofessional Care: A Blueprint for Action in Ontario identifies approaches that will help to integrate interprofessional care into existing systems, legislation and infrastructures. This Blueprint was developed following a year-long process of obtaining input from decision-makers and leaders in the health care and education sectors, as well as consumers. Achieving effective implementation of interprofessional care requires a comprehensive action plan that identifies the roles each partner or participant should undertake.
Interprofessional Collaborative Organization Map and Preparedness Assessment (IP-COMPASS)
IP-COMPASS is a quality improvement framework to help clinical settings become better prepared to provide intentional interprofessional learning experiences (i.e., learning experiences that help students develop skills for interprofessional collaboration). It provides a structured process to help you understand the types of organizational values, structures, processes, practices and behaviours that, when aligned, can create an environment that is conducive to interprofessional learning.