An Exploration of Interprofessional Education in Four Canadian Undergraduate Nursing Programs

Using an interprofessional competency framework to enhance collaborative pediatric nursing education and practice

“…A variety of learning strategies have been used to integrate IPE into pre-licensure nursing curricula across North America [5] including simulation [6][7][8][9][10], case studies [11,12], IPE-focused courses [12,13], virtual patient cases [14], clinical experiences in communitybased settings [15,16], and combinations of two or more of the above [17,18]. However, a formal requirement for IPE in nursing curricula in Canada was only introduced in the last decade, when it became a part of program accreditation [19].…”

“…The Canadian Interprofessional Health Collaborative (CIHC) [25], made up of healthcare educators, researchers, students, and professionals across the nation, created the National Interprofessional Competency Framework to provide a set of competencies that are at the foundation of effective IPC, informed by literature, and measurable. The Framework describes six competencies that are essential for IPC: [1] role clarification, [2] patient/client/ family/community-centered care, [3] team functioning, [4] collaborative leadership, [5] interprofessional conflict resolution, and [6] interprofessional communication [25]. The competencies outlined in the National Interprofessional Competency Framework were used to develop the Interprofessional Collaborative Competency Attainment Survey [ICCAS] [26], which is an IPE assessment instrument that includes six subscales that align with those included in the Framework [27].…”