Interprofessional Education Competencies Research Articles

The Need for and Perceptions of Interprofessional Education and Collaboration Among Undergraduate Students in Nursing and Medicine in South Korea.

PurposeInterprofessional education (IPE) for undergraduate students in the healthcare disciplines facilitates the acquisition of skills required for interprofessional collaboration, which is critical for patient care. This study assesses the need for and perceptions of IPE and interprofessional collaboration among undergraduate students in nursing and medicine in South Korea.Participants and MethodsThis was a cross-sectional survey of undergraduate students in nursing (n = 130) and medicine (n = 68), who had never been exposed to IPE, using a convenience sampling method. The Readiness for Interprofessional Learning Scale (RIPLS) (19 items), Interdisciplinary Education Perception Scale (IEPS) (12 items), and Interprofessional Education and Collaborative (IPEC) Competency Self-Assessment Scale (16 items) were used. Data were analyzed using descriptive statistics, χ2 test, and independent sample t-test.ResultsStudents in both schools almost equally indicated the need for IPE and practice-based IPE in their clinical rotations, focusing on patients in general wards, and wanted to learn teamwork. The mean RIPLS scores were 68.5 ± 5.62 in nursing students and 67.5 ± 6.53 in medical students, and those of the IEPS were 57.0 ± 7.03 in nursing students and 58.7 ± 7.08 in medical students, without significant differences. Nursing students scored significantly higher on the positive professional identity subscale of the RIPLS, whereas medical students scored higher on the competency and autonomy and perceived need for cooperation subscales of the IEPS. The total scale scores on the IPEC Competency Self-Assessment Scale were 65.2 ± 3.35 for nursing students and 67.4 ± 2.96 for medical students, the latter having a significantly higher score.ConclusionThis study revealed differences in needs and perceptions regarding IPE and interprofessional collaboration between schools. These findings warrant further research to design IPE program goals and strategies that are reflective of students’ needs.

Achieving Interprofessional Education on Collaborative Problem-Solving for COVID-19 Using Project-Based Approach

PurposeThe interdisciplinary skills and competences are necessary for in-service current workforces who work in a collaborative health team environment for emerging disease prevention and control. To efficiently combat COVID-19, the pre-service students of health sciences need to be prepared through the interprofessional education (IPE). The present study aims to develop the IPE curriculum using project-based approach to address challenges of COVID-19 for training of undergraduate health science students, Chiang Mai University, ThailandMethods & MaterialsTeacher working group conducted a workshop to initiate a curriculum and the activities on interprofessional managements for human and animal health by combining interdisciplinary skills required for current Thai workforces. The knowledge and the attitude base of COVID-19 was evaluated before and after training. Self-assessment according to interdisciplinary skills was also performed. Use of ongoing IPE learning activities to manage the six projects for 94 participants including 22 nursing, 21 dentistry, 21 medical technology, 19 pharmacy and 12 veterinary students.ResultsAn understanding of COVID-19 knowledge on the median score before and after learning were 60.00% (IQR 53.33-73.33) and 80.00% (IQR 70.00-86.67), respectively (p < 0.01). Self-assessment according to attitudes demonstrated that the health science students had moderately good level. The IPE competencies on median the students responded from the pre-lesson 4 (IQR 3.00-4.25) to the post-lesson 4 (IQR 3.00-4.00) (p = 0.37). However, an improvement of average relative gain score of the IPE competencies was 12.34%.ConclusionThis study confirms that outcome of IPE learning activities could positively impact in improving the knowledge and the attitude on COVID-19, and interdisciplinary capacities of undergraduate health science students. However, sustainable adaptation of the IPE learning activities as an elective course should be accomplished within near future.

Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: a systematic review

BackgroundAlthough most systematic reviews of interprofessional education (IPE) evaluated the impact of IPE on the students’ acquisition of knowledge in relation to other professions, the development of teamwork skills, and the changes in collaborative behaviour, the processes involved in IPE (i.e., approaches to teaching and learning) are under-researched. The purpose of the study was to conduct a systematic review to establish how IPE has been implemented in university-based undergraduate curricula, focusing on the teaching and learning approaches.MethodsThe systematic review was performed in 2020 with three databases: PubMed, Science Direct, and the Cochrane Library. Titles and abstracts were included based on pre-identified eligibility criteria. We used the article entitled ‘Systematic reviews in medical education: a practical approach: AMEE guide 94’ as the basis to establish the aim and methods of the current systematic review from 2010 to 2019.ResultsWe found 16 articles that met the inclusion criteria and reported the implementation process of IPE in universities from Western, Asian, and African countries. A combination of at least two teaching and learning approaches was used to deliver IPE. The findings indicated that of all the teaching and learning approaches, simulation-based education, e-learning, and problem-based learning were the most prevalent approaches used to deliver IPE. This systematic review also revealed a lack of IPE programmes in the Middle East region.ConclusionsThe evidence synthesised in the current systematic review could support IPE curriculum planners and educators when planning an IPE programme. More global IPE initiatives are required to meet the global health workforce needs. Further studies are required to identify the effectiveness of the different teaching and learning approaches in the development of IPE competencies.

Physician Residents Shadowing a Certified WOC Nurse to Develop Interprofessional Competencies: A Quality Improvement Project.

The aim of this quality improvement (QI) project was to assess a shadowing experience with a certified WOC nurse (CWOCN) on 4 interprofessional collaborative practice domains: interprofessional communication, role awareness and responsibilities, teams and teamwork, and values and ethics for interprofessional practice. Forty-nine physician residents in Family and Internal Medicine participated in this project set at a health system in Chicago, Illinois. Residents spent 16 hours shadowing a CWOCN and completed the Interprofessional Education Collaborative Competency Self-Assessment Tool (IPESAT) pre- and postshadowing that measured 4 interprofessional education (IPE) domains: interprofessional communication, role awareness and responsibilities, teams and teamwork, and values and ethics for interprofessional practice. Paired t tests were performed to determine differences in IPESAT scores before and after the shadowing experience. Residents demonstrated significant improvement in their overall knowledge of IPE (P = .000) as well as knowledge within each of the 4 domains (P = .000). After the shadowing experience, the overall ranking improved by 7.5%; the greatest gain (10.8%) occurred in the teamwork domain. We found that even a comparatively brief shadowing experience with a CWOCN improved knowledge in IPE competencies. The shadowing experience is now permanently part of the Internal Medicine Residency program, and based on these IPE outcomes, other residency programs in our setting, such as the Rehabilitation and Family Medicine program, have increased their requests to shadow with the CWOCN.

Attitudes and Beliefs of Physical Therapist and Physical Therapist Assistant Program Directors in the United States Towards Interprofessional Education

Purpose: To investigate the attitudes and beliefs of physical therapy (PT) and physical therapist assistant (PTA) program directors towards interprofessional education (IPE). We hypothesized that Communication and Ethics would be the most important competencies among program directors. Methods: A cross-sectional survey based on previously utilized instruments modified for the profession of PT was sent to PT and PTA program directors. One hundred sixteen responses were analyzed using frequency analysis for demographic data and non-parametric Mann-Whitney U t-test for group differences. Results: While the majority of program directors agree that IPE is important, with Communication as the most important IPE competency, most PTA program directors do not support the importance of accreditation in implementing IPE (pConclusion:Program directors agree that IPE is vital to student learning, with Communication as the most important IPE competency. However, specific differences between PT and PTA program directors emerged primarily on IPE implementation, the role of accreditation, resource support, and resource utilization.

Assessment of Interprofessional Education (IPE) in Community Settings: A Systematic Review

Background: An assessment of methods and tools in interprofessional education (IPE) needs to be conducted to guarantee that the set learning objectives (LOs) or competencies are achieved, especially in community settings. This assessment is essential since in community settings, facilitators and students are not in the same frame, while direct observation is preferable in IPE. The implementation of methods and tools for assessment varies. Mostly, the assessment does not cover all competencies of IPE. Further identification of the way the assessment is conducted as well as the IPE competencies assessed is pivotal.Purpose: This study aimed to review the implementation of IPE in community settings, especially the assessment conducted on the methods and tools used along with the assessors involved and the competencies achieved.Methods: A systematic review was employed as a method in this study. Relevant articles from Science Direct, MEDLINE, CINAHL, and Scopus were screened based on the inclusion criteria: publication between 2010–2020, research and review articles, full-text articles, conducted in community settings, and involved assessment in acquiring the competencies. This review included 12 out of 1,273 screened articles. The articles were analyzed qualitatively by identifying the keywords, categories, and themes.Results: The results showed the assessment conducted and the competencies achieved in IPE. The assessment included methods and tools as well as the assessors involved. Most existing studies used students’ perceptions or reflections as the methods and involved less assessors such as supervisors or family members. Meanwhile, the assessment tools focused on certain competencies, such as roles and responsibilities, ethics and values, teamwork, and communication. However, no study assessed all competencies.Conclusion: The analysis resulted in two large topics, i.e., the assessment, which includes the assessment methods and tools as well as assessors involved, and the competencies achieved. It is recommended to conduct further studies to develop objective assessment methods, comprehensive assessment tools, and generic competencies or learning outcomes.

A clinical reasoning curriculum for medical students: an interim analysis

Diagnostic error is a critical patient safety issue that can be addressed in part through teaching clinical reasoning. Medical schools with clinical reasoning curricula tend to emphasize general reasoning concepts (e.g., differential diagnosis generation). Few published curricula go beyond teaching the steps in the diagnostic process to address how students should structure their knowledge to optimize diagnostic performance in future clinical encounters or to discuss elements outside of individual cognition that are essential to diagnosis. In 2016, the University of California, San Francisco School of Medicine launched a clinical reasoning curriculum that simultaneously emphasizes reasoning concepts and intentional knowledge construction; the roles of patients, families, interprofessional colleagues; and communication in diagnosis. The curriculum features a longitudinal thread beginning in first year, with an immersive three week diagnostic reasoning (DR) course in the second year. Students evaluated the DR course. Additionally, we conducted an audit of the multiyear clinical reasoning curriculum using the Society to Improve Diagnosis in Medicine-Macy Foundation interprofessional diagnostic education competencies. Students rated DR highly (range 4.13-4.18/5 between 2018 and 2020) and reported high self-efficacy with applying clinical reasoning concepts and communicating reasoning to supervisors. A course audit demonstrated a disproportionate emphasis on individual (cognitive) competencies with inadequate attention to systems and team factors in diagnosis. Our clinical reasoning curriculum led to high student self-efficacy. However, we stressed cognitive aspects of reasoning with limited instruction on teams and systems. Diagnosis education should expand beyond the cognitive- and physician-centric focus of most published reasoning courses.

Measuring interprofessional education and collaborative practice competencies: a content validity study of the Jefferson Teamwork Observation Guide®

ABSTRACT Collaborative practice (CP) is integral in meeting the Quadruple Aim of healthcare, with effective team-based practice linked to improving all four components. Evidence of the validity of tools measuring collaborative practice competencies is lacking in educational and practice settings. The Jefferson Teamwork Observation Guide® (JTOG®), a real-time, 360-degree competency-based assessment tool administered via mobile app, provides formative feedback to learners in educational settings and helps practitioners develop and refine team-based behaviors in clinical settings. This study examines content validity evidence in terms of the linkage of JTOG items with the four Interprofessional Education Collaborative (IPEC) core competencies, along with two additional domains of leadership and patient-centeredness. Results provide content validity evidence to support use of the JTOG in interprofessional collaborative practice (IPCP) settings. The Teams and Teamwork competency was linked with every item, which is consistent with JTOG as a measure of teamwork. Aligning with the 2016 IPEC update, the JTOG items are all intercorrelated and together represent coverage across all competency areas. While items were typically linked to multiple competencies, each item only had one primary linkage. Analyses revealed that there is sufficient evidence of content validity relative to the intended IPCP competencies, and the JTOG tool is promising in its role to fill a gap in extant literature to measure collaborative practice behaviors.

The Interprofessional Education Exchange: The Impact of a Faculty Development Program in Interprofessional Palliative Oncology Education on Trainee Competencies, Skills, and Satisfaction.

Background: The interprofessional education exchange (iPEX) provides education, training, and mentoring to select interprofessional faculty trainee teams for development and implementation of interprofessional education (IPE) in palliative oncology.Objective: To evaluate the impact of the iPEX project on trainees' self-efficacy in IPE skills and IPE competencies.Design: A pre-/post-test design was used to evaluate trainees' progress. Trainees rated project components and developed IPE curricula in palliative oncology.Setting/Subjects: Sixteen United States-based faculty teams consisting of four to five members representing three or more disciplines completed the one-year faculty development project consisting of webinars, online interactive modules, a face-to-face workshop, mentoring, and assistance. The exchange of ideas, means for overcoming obstacles, collaborative teaching techniques, and curriculum development guidelines were integrated into the program.Measurements: Standardized measures of self-efficacy in IPE skills (Interprofessional Facilitation Skills Checklist) and IPE competencies (Core Competencies for Interprofessional Practice Individual Competency Assessment Tool) were used. Trainees rated the effectiveness of the project components on a scale of 1–5 (1 = not at all effective, 5 = extremely effective) and reported their plan for IPE palliative care curricula at their home institution.Results: Pre and post-paired samples t-test scores (n = 78) on both standardized instruments for IPE skills and competencies were significantly different (p < 0.001). Ratings of project components ranged from 3.97 to 4.90. Each team successfully developed a unique plan for IPE in palliative oncology.Conclusions: Multimodal faculty development and mentoring are successful means for improving self-assessed IPE skills and competencies.

Using an empathic design thinking approach to reshape interprofessional curricula for health care trainees

Interprofessional curricula that targets the needs of all stakeholders is not a standard within interprofessional education (IPE). Incorporating _mpathic design thinking into curricular development calls upon stakeholders to provide insights into the expectations and goals of interprofessional learning and practice. Design Thinking has been tested in various settings but has not been fully adopted in healthcare and education. This paper will describe how a design thinking process was used to understand gaps between expected IPE competencies, curricular implementation, and interprofessional work. We utilized the first two stages of an _mpathic design thinking approach to explore the essential elements needed within an interprofessional curriculum for nursing and medical students. Essential elements included incorporating curricular strategies that enhance relationships, communication, coordination and the physical environment for interprofessional work. _mpathic Design Thinking can be readily incorporated into healthcare and education, providing a holistic approach to identifying IPE gaps and understanding stakeholder needs.

An Interprofessional Approach to Advance Care Planning.

Advance care planning (ACP) can improve patients' outcomes at end of life, and interprofessional collaboration has been recommended to facilitate ACP. However, role confusion in ACP facilitation among team members from different disciplines exists, and health professional disciplines' expectations for interprofessional collaboration in ACP are unclear. To review expectations of major health professional organizations for ACP competencies, in order to identify gaps and opportunities for promoting interprofessional collaboration in ACP facilitation. Guidelines and recommendations for ACP across disciplines including chaplaincy, medicine, nursing, psychology, and social work were identified and analyzed using content analysis. Main themes were then reviewed against national consensus statements on 4 ACP outcomes (process outcomes, action outcomes, quality of care outcomes, and healthcare outcomes) and mapped into existing domains for interprofessional education competency: values/ethics, roles/responsibilities, interprofessional communication, and teams and teamwork. Three major content themes were identified: professional commitment to advocating for patients' values and self-determination, professional responsibility to facilitate ACP, and specific tasks in ACP. These themes addressed mostly process and action outcomes of ACP but not quality of care outcomes or healthcare outcomes. Few disciplines included interprofessional collaboration as part of ACP competency. There is a need for standardized competency guidelines for interprofessional collaboration in ACP as an important first step in reducing confusion among roles and other challenges in facilitating ACP. Further efforts in practice, research, and policy are needed to facilitate interprofessional ACP, achieve competencies, and improve patients' outcomes.

The Effectiveness of an Interprofessional Education Course in Teaching the Importance of Choosing Wisely and Resource Stewardship: A Pilot Study.

ObjectivesRising health care costs and an increase in unnecessary testing have sparked interest in resource stewardship (RS) and subsequently the Choosing Wisely Canada (CWC) campaign. Currently, all Canadian medical schools have student representatives for CWC; however, the same is not true in other health professions. Interprofessional care learned through interprofessional education (IPE) can lead to better patient outcomes. This study assessed whether an IPE course for health profession students was effective in teaching undergraduate students both interprofessional competencies and CWC principles.MethodsAn approximately seven-hour-long, four-session course was administered to Dalhousie University health profession students (N= 30). A validated survey for IPE competencies and a general survey about CWC principles were administered to assess the course. Descriptive statistics were used to assess the general CWC views, and paired samples t-tests were employed to compare pre- and post-IPE competencies.ResultsThe full survey was completed by 25 (83%) students. Of these, 52% were female, within five health disciplines, and 13 (52%) had heard of CWC prior. Overall, the students agreed that CWC was important and relevant to their profession. They also reported significant improvements in multiple IPE competencies, including communication, collaboration, roles and responsibilities, patient-/family-centered care, conflict management/resolution, and team function.ConclusionParticipants in our pilot Choosing Wisely IPE course valued the importance of the CWC campaign and reported improvement in multiple IPE competencies. This adaptable, simple, and low-cost course may be an effective way to integrate RS teaching across multiple health professions.

Improving Interprofessional Competencies and Anatomy Education of Health Profession Students in a Virtual Platform

Currently, most interprofessional education (IPE) opportunities occur in a clinical setting during professional practice despite increased efforts to include them in health profession curriculums. Students get very little exposure to IPE competencies and the curricula continues to be carried out largely in school-specific silos. Clinically relevant problems such as the detection of the Persistent Median Artery (PMA) and its possible contribution to Carpal Tunnel Syndrome (CTS) and other forearm/hand disabilities may require interprofessional collaboration from students in medical (MED), occupational therapy (OT), and physician assistant (PA) programs to improve patient outcomes in their future health profession careers. We hypothesized that basic anatomy education, exposure to IPE competencies and hand sensibility testing (HST) can be performed effectively in a virtual platform to promote IPE and increase student awareness of a vascular anomaly, PMA, that may contribute to CTS. Select cohorts of MED, OT, and PA students were recruited to form student IPE healthcare teams after receiving IRB approval for this study. Student volunteers participated in this study over Zoom sessions. All student volunteers completed pre-training and post-training assessments to measure the effectiveness of the didactic aspects of training and attainment of IPE competencies. Student IPE teams were assigned to work on a clinical scenario and were encouraged to take advantage of each team member's professional expertise, training and knowledge to determine a likely diagnosis and possible clinical treatments for the hypothetical patient. Preliminary data show an increase in student-perceptions on 16 of the 26 statements related to the IPE core competencies. 100% of students felt that participation in this project increased their knowledge of CTS. 74% of students strongly agreed that they could contribute to an informed differential diagnosis appropriate to the clinical scenario by integrating the knowledge and experience of members of their interprofessional team. 67% agreed or strongly agreed that participation in the activity increased their awareness about the importance of cultural competency in patient care. Correct student responses to the anatomy and training questions increased from the pre- to post- assessment in most of the questions asked. Student participation in IPE healthcare teams promoted and encouraged the effective practice of IPE core competencies. In addition, this IPE activity in a virtual platform also promoted an understanding of HST and awareness about the PMA and its possible role in CTS.

The Interprofessional Educational Exchange: Improving Faculty Ability to Create Interprofessional Education in Palliative Oncology (SCI916)

1.List 3 reasons why faculty development in IPE for palliative care is needed.2.Name 3 approaches for developing faculty IPE knowledge and skills3.Describe one successful faculty development program for those using IPE approaches to teach oncology palliative care The Interprofessional Education Exchange (iPEX) provides education, training and mentoring in the development and implementation of interprofessional education (IPE) in palliative oncology. Participating faculty teams are selected through a competitive application process and represent educational institutions and healthcare systems from across the nation. Each team has representatives from three or more disciplines. To evaluate a national palliative care faculty development program preparing teams to develop and implement IPE. The program utilizes a variety of teaching/learning approaches. Online learning includes two webinars and three interactive online modules followed by face-to-face workshop. Participants learn and practice collaborative teaching/learning techniques, reflective activities and facilitation skills. Faculty teams develop a plan for palliative IPE at their home institutions. Follow-up mentoring and a final webinar exchanging each team’s progress and plans are additional components. A pre/posttest design was used to evaluate learner’s progress related to self-efficacy in IPE skills (using the Interprofessional Facilitation Skills Checklist) and IPE competency (using the Core Competencies for Interprofessional Practice Individual Competency Assessment Tool). Learners rated the effectiveness of the program components on a scale of 1-5 (1= not at all effective, 5= extremely effective). Sixteen teams have completed the iPEX program. Each developed curriculum tailored to the needs of their learners. Pre/post paired samples t-test scores (n=78) on both standardized instruments were significantly different (p < 0.001). Ratings of program components were: workshop = 4.90; online modules = 4.18; mentoring = 4.18; website = 4.17; webinars = 3.97; and the eXchange teleconference = 4.0. The iPEX project is a successful faculty development program training faculty teams in IPE skills and competencies.

Interprofessional Education and Collaborative Competency Development: A Realist Evaluation

Interprofessional Education and Collaborative Competency Development: A Realist Evaluation

A Systematic Review of the Outcome Measures Used to Evaluate Interprofessional Learning by Health Care Professional Students During Clinical Experiences.

Interprofessional education (IPE) occurs when members of more than one health or social care profession learn interactively together to improve interprofessional collaboration and health care delivery. Interprofessional experiences provide students with the skills and knowledge needed to work in a collaborative manner; however, there is no review on the outcome measures used to assess the effectiveness of IPE learning. The current systematic review examined the outcome measures used to assess interprofessional learning during student clinical experiences. An electronic search of databases retrieved trials of health professional students who completed an IPE intervention during a student clinical experience. Methodological quality of twenty-five studies meeting the inclusion criteria published between 1997 and 2018 was scored independently by two raters using the Physiotherapy Evidence Database and the Confidence in the Evidence from Reviews of Qualitative Research tool. The Interdisciplinary Education Perception Scale was used most frequently to assess interprofessional learning during a student clinical experience. This review provides a summary of outcome measures for educators to consider for evaluation of interprofessional activities during student clinical placements and serves to inform future conversations regarding the use and development of outcome measures to provide evidence for student achievement of IPE objectives and competencies.

The Design and Impact of an Interprofessional Education Event Among Pharmacy and Nursing Students in Palliative Care-RnRx.

Nearly all reports of interprofessional education (IPE) in palliative care have excluded pharmacy students. This article describes an IPE event between pharmacy and nursing students and assesses its impact on IPE competencies. Second-year nursing students and third-year pharmacy students participated in an evening-long event, focused on a married couple who each require palliative care-one for end-of-life planning and one for chronic disease progression. The impact of the event was assessed using the Interprofessional Collaborative Competency Attainment Scale (ICCAS) and qualitative feedback. Two hundred nine (96.7%) completed the ICCAS, and 16 of the 20 statements of the ICCAS showed large positive effect sizes (Cohen d ≥ 0.8), with the remaining 4 showing moderate positive effect sizes (Cohen d ≥ 0.5). The greatest effect sizes were related to improved awareness of complementary skillsets and knowledge between the professions. Addressing team conflict and including the patient/family in decision-making showed the least improvement. While ongoing interactions are ideal for the development of skills related to conflict and team development, this article demonstrates that even a 1-time activity can have an impact on students' interprofessional care competence.

The relationship between interprofessional education experience and perceptions, values, and attitudes towards interprofessional collaboration in dietetics practice

Abstract Interprofessional education (IPE) is associated with improved perceptions, values, and attitudes towards interprofessional (IP) collaboration, and therefore benefits patients, practitioners, and the health care system. However, little is known about how IPE translates into practice once students graduate and begin working in the field. This study examined if previous IPE experience impacts practicing Registered Dietitian Nutritionists' confidence to identify IP competencies, value of IP collaboration, attitudes towards teamwork, IP communication, and role clarity. Data were collected via electronic survey and consisted of questions about demographics, workplace characteristics, the impact of IPE, and IP collaboration concepts. The study sample consisted of graduates of a combined dietetic internship and Master's program, half of which participated in IP team seminars (IPTS) at the university. Means among the group without IPTS experience were higher for confidence to identify IPE competencies, value of IP collaboration, IP communication, and role clarity sections. The group with previous undergraduate IPE had higher means for all IP sections, with significantly higher means in the confidence to identify IPE competencies section (p-value = 0.09). A positive significant relationship was found between a physical space for IP collaboration and positive attitudes towards teamwork (p-value = 0.048). Overall, this study found participation in IPTS did not significantly improve perceptions, values, and attitudes towards IP collaboration among practicing dietitians.

Could interprofessional education assessment in workplace learning be streamlined?

Abstract Introduction Very few instruments exist to assess interprofessional education competencies demonstrated by students in workplace-based training settings. Clinical teachers may be able to form judgements and rate student performance using constructs or tools from their own discipline. If the discipline-specific competencies are sufficiently similar, this may make the administration of separate IPE instruments unnecessary. Methods We conducted a document content analysis of the competency frameworks for seven Canadian health professional training programs. The educational outcomes for dietetics, medicine, nursing, occupational therapy, pharmacy, physiotherapy, and respiratory therapy were then systematically mapped to the six domains of the Canadian Interprofessional Health Collaborative National Interprofessional Competency Framework. Results A total of 47 core competencies and 851 elaborated subcategories were reviewed. Educational outcomes could be organized into the national interprofessional competencies, especially for patient/client/family/community-centred care and communication. Elements of team functioning and collaborative leadership were identified across the disciplines, but were often indistinguishable from one another. Very few educational outcomes could be cross-mapped for role clarification and interprofessional conflict. Conclusion These findings do not support reliance on any individual discipline's educational outcome description to serve as a surrogate for nationally-outlined IPE competencies. Further means are necessary to support student assessment and feedback of IPE competencies in the practice environment.

Partnering for a Sustainable Interprofessional Psychiatric Mental Health Nurse Practitioner Education Curriculum.

The World Health Organization recommends that health care educators create a collaborative and practice-ready workforce. Focused interprofessional education (IPE) promotes collaborative practice, yet few examples of how to develop sustained IPE and clinical partnerships exist. Mental health care professionals competent in their specialty and prepared for interprofessional collaboration are needed to treat complex mental health needs of patients. Doctor of Nursing Practice Psychiatric Mental Health Nurse Practitioner (PMHNP) faculty partnered with College of Pharmacy faculty to create didactic, clinical, and simulation coursework and IPE competencies within PMHNP courses. Students developed skills about providing interprofessional mental health care. Recommendations for faculties include: embrace the value of interprofessional faculty partnerships; plan for time, money, motivation, and recognition needed for sustainable IPE; and design courses that become part of the fabric of the curricula. Embedding IPE into PMHNP curricula creates increased faculty satisfaction and positive feedback from students and clinical sites. [J Nurs Educ. 2019;58(12):723-727.].