definition of IPE
ipe occurs when students (learners) from 2 or more professions learn about, from, and with each other to enable effective collaboration
... [Show More] and improve health outcomes
difference b/t multidisciplinary & inter professional
multidisciplinary- appropriate experts from different professions handle different aspects of a patient's care independently. the patients problems are subdivided & treated separately, w/ each provider responsible for his/her own area
interprofessional- health care by different professions coordinate in a manner that addresses the needs of the patients. providers share mutual goals, resources, & responsibility for patient care
uniprofessional practice
1 provider working independently to care for a patient. there is little awareness or acknowledgment of practice outside 1's own discipline. practitioners may consult w/ other providers but retain independence
shared course
a cross-listed or co-listed course attended by multiple disciplines
shared placement
multiple disciples co-located at a clinical or community placement site which may or may not include integrated learning opportunities
parallel learning
exists when there are similar educational activities but minimal cross-disciplinary student contacts
uniprofessional education
members or students of a single profession learning together interactively or in parallel
multi-professional education
members or students of 2 or more professions associated w/ health or social care, learning alongside 1 another; parallel learning, rather than interactive learning
transdisciplinary approach
requires each team member to become familiar enough w/ the concepts & approaches of his/her colleagues to "blur the lines" & enable the team to focus on the problem w/ collaborative analysis & decision making
why does IPE matter?
bc we must learn to practice teamwork & collaboration as a student, so it can become a part of our practice as a health professional
health professional have embedded IPE in their standards
health care reform is transitioning to interprofessional practice & outcome based models
interprofessional collaborative practice competency domains
from inter professional education collaborative expert panel
-values/ ethics for inter professional practice
-roles/ responsibilities
- interprofessional communication
-teams & teamwork
professional socialization
socialized to people who will be in your group
peer professions are socialized as health care providers beginning w/ their admission process to their programs
benefits & barriers of IPE students
benefits:
-introduces foundational behaviors & codes of ethics in the greater context of inter professional core competencies
- deconstructs negative stereotypes & socialization of students to their future roles as health care professionals
-recognizes common content knowledge & skills needed by all health care provides (ex. musculoskeletal & emergency medicine)
barriers:
- clinical experiences in uni-professional settings can affect students attitudes towards IPE
- students' desire to identify w/ chosen profession can affect willingness to collaborate w/ students from other professions
-students view extra coursework outside of professional curriculum as unnecessary
benefits & barriers for faculty
benefits
-teaching collaboratively w/ other professionals allows for faculty development
-faculty teaching from health professions overcome misconceptions about each profession
-supports collaborative inter professional scholarship opportunities
-provides financial benefits to faculty, such as overload pay or reassign time for IPE course involvement
barriers:
-lack of trust b/t faculty members are produced by misconceptions about roles b/t professions
- values, cultures, & biases develop in uniprofessional program curricula
- faculty members have no formal training in teamwork & IP teaching, facilitation, & practice
benefits & barriers of SLU IPE program
benefits
- provides students exposure to health professionals w/ a unique practice setting
-provides additional faculty resources for the IPE program
-promotes greater understanding & respect b/t the health professions involved in the program
-provides programs w/ a means to meet shared external accreditation standards
barriers:
- lack of connection b/t IPE & clinical practice
-lack of support for IPE program from administration
-lack of time available for IPE courses in crowded curricular tracks
-lack of competency-based assessments in IPE program
domains of SLU IPE
1. inter professional practice
2. patient centered care
3. wellness
4. patient safety & quality care
5. social justice
premises for IPE at SLU (7), IPE learning...
1. augments specific knowledge & skills required for each health profession
2. is based on university mission, professional curricula goals, & identified needs of improvement of health outcomes
3. experiences are integrated throughout the educational program
4. focuses on patient/ client- centered care
5. is case-based
6. is interactive
7.includes reflection
organizations that support & disseminate IPE research
1. Canadian inter professional health collaborative
2. american inter professional health collaborative
3. biennial international conference for IPE/IPP
4. national center for inter professional practice & education
5. centre for the advancement of inter professional education
IPCP definition & benefits
-interprofessional collaborative practice
when multiple health workers from different professional backgrounds work together with patients, families, caregivers, & communities to deliver the highest quality of care (World health organization)
benefits:
collaborative practice (IPCP) helps strengthen the health care system & improves outcomes (WHO)
-improved population health & patient care
- improved access to health care
-improved recruitment & retention of health care providers
-improved patient safety & communication among health care providers
-improved use of resources
-improved satisfaction among patients & health care providers [Show Less]