Abstract
Health, Interprofessional Practice and Education is a peer-reviewed, open access journal dedicated to increasing the availability of high-quality evidence to inform patient care and practitioner education from an interprofessional perspective. HIPE is aimed at academics, practitioners and student-practitioners who seek to become more knowledgeable and skilled at working with providers in other health disciplines for the purpose of providing compassionate, quality, integrated care to diverse patient populations.HIPE is published by Pacific University Libraries | ISSN 2641-1148
Highlights
There is growing evidence supporting the importance of interprofessional education (IPE) and interprofessional collaborative practice (IPCP) in improving patient-centred care and outcomes
Increasing evidence suggests that interprofessional collaborative practice (IPCP) has potential to lead to enhanced recruitment and retention of health and social care (HASC)1 service providers, improved patientcentred HASC outcomes, and reduced costs, resulting in improved HASC efficiency and quality (Berwick et al, 2008; Brandt et al, 2014; Cox et al, 2016; Grignon et al, 2013)
Studies meeting the following criteria were included: (1) the study must involve HASC professions in a HASC professions educational setting; (2) the study must focus on prelicensure HASC professions education, which can occur at either undergraduate or graduate level; and (3) the study must involve an intervention within an IPE context
Summary
There is growing evidence supporting the importance of interprofessional education (IPE) and interprofessional collaborative practice (IPCP) in improving patient-centred care and outcomes. The purpose of this review was to examine how recent studies (2010–2020) designed, implemented, and evaluated IPE initiatives and determine whether these initiatives were effective in preparing health and social care (HASC) professional students for IPCP. The Centre for the Advancement of Interprofessional Education (CAIPE) defines interprofessional education (IPE) as “occasions when members or students of two or more professions learn with, from and about each other to improve collaboration and the quality of care and services” Sustainable delivery (development, implementation, and evaluation) of IPE has the potential to lead to meaningful IPCP involving collaboration-ready HASC professional graduates (Grymonpre et al, 2016). The delivery of IPE is threatened when these sets of factors are not purposefully and simultaneously addressed (Grymonpre et al, 2016)
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