Key Components

Key Components: the essential parts of Interprofessional Education and Collaborative Practice

• Students should have a foundation in the competencies that they will be acquiring through an interprofessional education experience.
• Participants must include two or more students, from different health professions programs
• An understanding of the roles of other health professions, and their scope of practice, will prove valuable before becoming a member of an interprofessional team
• A recognition that scope of practice provides an outer boundary that defines what a professional may not legally do—in interprofessional practice, it is not a narrow definition or a protective barrier, which can create attitudinal silos and protectionism over interventions

• Providing the students with the theoretical background and justification for collaborative care before, during, and after the interprofessional rotation, introduce key concepts, and gauge students’ acquisition of core competencies
• Faculty should have a knowledge of, and commitment to, core IPE competencies
• Faculty should be willing to integrate collaboration throughout the curriculum, and balance interprofessional education with uniprofessional education

• The preceptor can also serve as the Team Facilitator, though this does not need to be the case
• Preceptors should have previous teaching experience, and should have a knowledge of core interprofessional competencies
• Team-based care and interprofessional education principles should be reinforced by the preceptor through their guidance of the student, and in the way they practice

Team Facilitator
• The role of the facilitator is to guide learners through the learning experience, in order to give value, structure, meaning, and context to the intervention
• Team facilitators introduce group members to each other, establish group ground rules and expectations, serve as a trustworthy role model, and establish a learning climate that makes participants comfortable
• Facilitators should possess knowledge of the health and social care professions, understandcurrent practice issues, and have the ability to facilitate learning through activities and discussion
• Note: the facilitator does not need to be a practitioner of any sort

Interprofessional Learning Opportunities
• An opportunity for learning IPE/C includes a situation that requires the input and skillset of learners from two or more professional backgrounds
• If learners are acquiring these competencies in a clinical setting, it is important that the clinical setting offers several different types of services, employing several different types of professionals; a patient population with complex health conditions is optimal for learning
• Learners should be debriefed and asked to reflect on the learning situations—these opportunities for reflection allow for spontaneous learning opportunities, professional growth, and an awareness of how to improve skills and approach to care


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