The Interprofessional Educational Education Collaborative Analysis

The Inter-professional Education (IPE) module is about students from different healthcare professions who learn together about the concepts of health care and how to improve patient care and health services in general. Reynolds (2005) defined IPE as “…collaborative working and the sharing of common goals in relation to the patient /client care or therapy.” Throughout this reflective assignment, I will be discussing what I have learnt from the topics in this module and how I think my learning may be applied in practice. To structure my discussions and analysis, I will be using the Rolfe et al (2001) reflective model. Reflection on

Another important aspect of healthcare is effective interprofessional practice. This allows practitioners from different disciplines to work together to provide the best care for patients. There are four areas of competency in interprofessional collaborative practice. They are values/ethics, roles/responsibilities, interprofessional communication, and teams/teamwork (American Association of Colleges of Nursing, 2011). Each of these areas contribute to skilled interprofessional

Interprofessional Education, IPE event took place on July 22nd, 2016. The purpose of IPE is for us to learn how to work together as a health care team effectively collaborating with other health care members. In order to do so, each individual needed to understand not only his or her role and responsibility of a given role but also other team members’ roles and responsibilities. In our event, it was Interprofessional Health care Team Simulation with roles of a registered practical nurse and a Food Service supervisor, and a registered social worker and a personal support worker and a patient and her family member. We were given the scenario with the patient, Mrs. Johnston, 93 years old resident of a nursing home. My role was a RPN. The situation given was that we were asked by the patient’s family member to have a meeting with the health care team since her family member was concerned about her declining health status accompanied by her body weight loss.

As time goes by, people get infected with new diseases or current prevailing diseases. Consequently, new drugs are produced in an attempt to overcome these diseases, which results in patients with complex health needs. The complexity of the patients’ healthcare therefore needs to be addressed by more than one discipline. Interprofessional collaborative care is a type of health care that involves people from different professions working together and relying on each other to provide effective care to patients. Interprofessional collaborative care is important and predominantly a focus of the health care reform because it improves healthcare outcome for the patients and reduces disagreements between different professions. I was able to experience interprofessional care when my grandma was diagnosed with cancer. The physician and the pharmacist worked together in ensuring that she got the proper medication that would not have any side effects on her. In addition, the physician would call the pharmacy every two weeks to check on my grandma’s progress and to ensure that she had picked up her medications. Both my grandma and I were grateful because we felt that our needs were taken care of appropriately. Moreover, interprofessional health care is important in a curriculum because if helps the students to be better prepared to work as a team. This is achieved by teaching students about their own profession while receiving an understanding of the other professions and the roles they

Interprofessional practice for the professional nurse can be defined as collaboration and shared decision making with other health care professionals to improve care and provide safe outcomes for patients. Since nurse are central to the care of the patient, they are often viewed as the communicator and the coordinator of the patient’s care (Burzotta & Nobel, 2011). Nurses have a unique opportunity as a interprofessional team member given their scope of knowledge about the patient. However, nurses struggle with role-identify when a part of an interprofessional team. The work of nurses do is often viewed as non-professional and more task driven by

Interprofessional Practice (IPP) occurs when different professional groups work together and rely on one another to accomplish common goals and improve healthcare outcomes. The way in which healthcare professionals interact and communicate with one another affects the quality of healthcare they provide and can effect patient care and safety (Australasian Interprofessional Practice and Education Network). Barriers to effective interprofessional practice between doctors and nurses have been well documented and include problem power dynamics, poor communication, lack of understanding of one another’s roles and responsibilities and from conflict arising due to different approaches to patient care (Zwarenstein, Goldman & Reeves, 2009)

As a way to promote interprofessional collaborative practice the HPHA IPC model recommends the implementation of an Interprofessional practice council, unit action councils, interdisciplinary care plans, documentation, and “bullet” rounds (HPHA Interprofessional Practice Model, 2010). Similarly, Weller, Boyd and Cumin recommend supporting interprofessional collaboration with protocols and procedures, using procedures that encourage information sharing among the whole team, such as checklists, briefings and IT solutions (2014).

Interprofessional education is defined as interactive educational activities involving two or more professions that foster collaboration to improve patient care (Freeth, Hammick, Koppel, & Reeves, 2002).

The director of interprofessional practice is a healthcare leader with more than 20 years of leadership experience. She has a corporate role and is responsible for developing and coordinating strategic initiatives and programs that promote interprofessional practice and standards of care. The interprofessional practice team is comprised of professional practice leaders for nursing and allied health and clinical nurse educators for different programs.

The purpose of their study was to examine whether attitudes toward interprofessional collaboration held by medical, social worker, and nursing students changed after completing an interprofessional curriculum. To determine whether students’ attitudes toward interprofessional collaboration changed after attending the mentoring program a pretest and posttest design was used. To measure the attitude toward nurses and nursing services the Jefferson School of Attitudes Toward Physician-nurse Collaboration was used. The documented reliability of the three versions used was .82, .98, and .92. The sample consisted of 186 participants who completed a pretest and 156 who completed a posttest. The most important key finding of the study was a

Interprofessional practice is widely researched, and is held in high regard within education and policy; the issue is the lack of evidence of this collaboration being implemented within the health care system and hospitals (Kenny, 2002). Multidisciplinary care allows for multiple professions to work alongside each other, while working towards their own individual goals. Meanwhile, interprofessional practice involves all professionals working together as a team towards one goal, which is the overall health of the patient (Botten, 2012). Kenny (2002) suggests that interprofessional practice is an opportunity to diminish any power barriers, and considers all other professionals roles and responsibilities. This allows different professions to care for a patient based on their education, skills, specialties, and experiences. Botten (2012) proposes that this leads to a number of different perspectives, shared responsibilities, a decrease in medical errors and enhanced staff morale. The concept of different professionals working together is crucial in patient care because as stated previously, not one profession could possibly care for all of the needs of modern patients (Hilton et al., 2002). Research suggests that one reason for not implementing interprofessional practice is the

Multidisciplinary working is an important factor when delivering healthcare to patients (Royal College of Nursing, 2006). However, failures in interprofessional collaboration have led to public inquiries for instance, the death of Peter Connelly (Jones, 2009) and the Mid Staffordshire report (Francis, 2013), highlighting improvement in collaboration is required. The Centre for the Advancement of Interprofessional Education (CAIPE) acknowledges interprofessional education as students from multiple professions, who come together; share knowledge and gain a broader understanding of the different professions (CAIPE, 2016). Interprofessional Education has been identified as an important element in the education of healthcare professionals and

From this class I understood that Interprofessional Education (IPE) is when two or more profession learn from, with and about each other. This collaboration is important in order to fulfill the patients’ needs that are becoming more complex, multi-faced and challenging day by day. It is also clear to me that no single profession in healthcare can adequately address all the demands of patients. Therefore, partnership between teams is required to provide a safe, timely, effective and equitable patient care. To have a smooth collaboration, it is necessary to learn from each other’s specializations, strength and experiences. In the real world, healthcare is an interdisciplinary team effort to provide the best possible service to a patient based on evidence based practices. Considering this, I had the

Over the past ten weeks, I have developed a greater understanding of quality improvement initiatives and interprofessional care. I liked that the course focused both quality and interprofessional care. The linkage between these two topics is important, since everyone on the interprofessional care team is responsible for providing evidence-based quality care. Two topics I found interesting, that will benefit me professionally in the future, were the discussions regarding Quality Improvement Care Models and Interprofessional Collaboration. I learned about many different care models for quality improvement. The Champion Model was of particular interest, since this model supports informal leaders who a advocates for, and support evidence-based

Interprofessional education (IPE) is an extremely important approach in the academic field for preparing healthcare students to provide patient care in a collaborative team environment. IPE is defined by the World Health Organization (WHO) as “a process that occurs when two or more professionals learn about, from, and with each other to enable effective collaboration and improve health outcomes”. The IPE has three components for collaborative patient-centered practice including “socializing health-care professionals to work together, developing mutual understanding and respect for various disciplines, and imparting collaborative practice competencies”. Numerous recently published studies highlighted the effectiveness and success of IPE as part of the education process.