Partnering for It takes a village: interprofessional education Hatch, T., King, S., Paslawski, T., Sommerfeldt, S.
Interprofessional education (IPE) and collaborative practice (CP) are viewed as strategies to address the crisis in health workforce and service delivery. Unfortunately, IPE can be fragmented across health faculties and CP may not be consistent or intentional across practice sites. Efforts by employers, regulatory bodies and educational institutions to integrate CP competencies in health profession education and practice may be isolated. Sustainable intersectoral partnerships are a foundational component in the CP preparation of students and practitioners.
and collaborative practice
Strategies for Committed, Productive and Sustainable Partnerships
Case Study Examples
Inclusive Invitation Seek diversity at organizational and participatory levels through intentional invitation of: t QBUJFOUT BOE EJWFSTF QSPGFTTJPOT t SFQSFTFOUBUJWFT GSPN GSPOUMJOF UP MFBEFSTIJQ
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Highlight drivers and outline mutual benefits to garner leadership support necessary for engagement Intentional Process Builds Relationship Establish, employ and monitor intentional collaborative processes: t DMFBS SPMFT BOE HPBMT t TIBSFE EFDJTJPO NBLJOH t SFHVMBS SFรธFDUJPO UP TUBZ PO USBDL
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Mutually Beneficial Outcomes and Shared Learning Sustain Partnerships Partner participation and access to resources builds capacity: t JO QSBDUJDF BT QSBDUJUJPOFST GVSUIFS EFWFMPQ PXO collaborative practice skills integration of IPE in clinical placements is enhanced t JO DVSSJDVMVN BT GBDVMUZ JODSFBTF DBQBDJUZ UP JOUFHSBUF *1& in discipline specific courses
Open access online resource (VIPER) developed for faculty, students and practitioners includes practical tools for IPE integration in student learning or continuing professional education Workshops GPDVTJOH PO *1 DPNQFUFODJFT PS *1& EFMJWFSZ TLJMMT EFCSJFรถOH GBDJMJUBUJPO SFรธFDUJWF practice) delivered to faculty and practitioners %JTDJQMJOF TQFDJรถD DMJOJDBM QMBDFNFOUT PO IPCLUs and elective IPE clinical course */5% include support to clinical staff for CP enhancement
Conclusion: Partnerships across sectors are often overlooked as foundational components of IPE. When intentionally built and maintained, they can be powerful resources in the preparation of students for transitioning into the workforce, and for the enhancement of CP capacity among practitioners. $VMUJWBUJOH BOE FYQBOEJOH UIFTF QBSUOFSTIJQT UP TVQQPSU CSPBE *1 DVSSJDVMVN BOE DPOUJOVJOH QSPGFTTJPOBM FEVDBUJPO PVHIU UP CF DPOTJEFSFE