Interprofessional Education: A Concept Paper

Abstract

Introduction: When individuals of different professions learn together, the experience can change their attitudes, and reduce stereotypes between professions within the medical field. Interprofessional Education (IPE) is increasingly being recognised as a valuable tool of training health professionals to improve health care and patient outcomes. Methods: Key tenets of Walker and Avant's eight step concept analysis method was used (Walker and Avant, 2005). A search of literature was carried out to review the varying definitions of IPE and collaborative practice. Literature was sought from dictionaries, PubMed and Google scholar. Results: IPE occurs when there is 1) Active involvement by two or more members of a health care team; 2) experiential learning and socialization process; 3) participants learn with, from, and about one another; 4) andragogic experiences; 5) a knowledge and value sharing process, and; 6) collaborative patient-centred care. Antecedents of IPE includes issues related to patient safety and quality of care. In order for IPE to occur, there must be willingness on the part of all health care professionals to change the way they educate and practice. Interprofessional learning is the most important and direct consequence of the process of IPE. Students trained in an IPE approach use effective communication understand their roles and responsibilities, have increased mutual respect and trust, and increased job satisfaction and subsequently impact patient outcomes positively. Discussion: The goal in IPE is to develop health professionals to be competent collaborative patient-centered practitioners. Students will be more likely to become collaborative interprofessional team members who show respect and positive attitudes towards each other thus improving patient outcomes. If the seven principles of IPE exist then there is a higher chance that the programme being implemented is IPE.

A study of the experiences of new graduate occupational therapists employed in rural practice in Aotearoa, New Zealand

“…Aotearoa is in the process of some radical changes to the delivery of health services at the present time (New Zealand Health and Disability System Review, 2020). There are also developments in the definition of 'rural' from a health perspective and a focus on interprofessional education and interdisciplinary working is becoming more prevalent and may provide some needed support for new graduates (Haruzivishe & Chipamaunga, 2019;WHO, 2010). However, to begin to address the question of what supports are needed for new graduates, we must first comprehend the experiences of the new graduates in rural practice and understand what strengths, issues, barriers, and gaps exist in the present structure.…”

“…(p. 13) iv. Interprofessional practice Haruzivishe and Chipamaunga (2019) define interprofessional practice as "including cohesiveness of the disciplines including reflecting on and developing ways of practicing that provides an integrated and cohesive answer to the needs of the patient." (p.3) viii…”

“…Since 2011 interprofessional practice has been recognised as an area requiring improvement and intervention (Halle et al, 2018;Haruzivishe & Chipamaunga, 2019;and Robertson & Griffiths, 2009). Halle et al (2018) reviewed trends and updates relating to occupational therapy in primary care and recognised that, as a profession, occupational therapists should be able to articulate their role effectively and to demonstrate their particular value outside their profession, such as within an interdisciplinary team.…”

“…This could be a challenge, however, for a new graduate, still consolidating their learning (Robertson & Griffiths, 2009) and understanding their place in the interprofessional team. Haruzivishe and Chipamaunga (2019) noted that interprofessional education is however, increasingly being recognised as a way of teaching collaborative practice competencies and interprofessional practice skills. Robertson and Griffiths (2009) studied reflections of occupational therapy graduates from New Zealand regarding their preparation for practice.…”

“…These terms are becoming more prevalent in the context of health service provision in Aotearoa and are superseding the use of the term multi-disciplinary team. Haruzivishe and Chipamaunga (2019) in their concept paper regarding interprofessional education describe the terms. From their perspective, multidisciplinary practice involves several distinct disciplines, or professions working alongside each other, interdisciplinary practice also includes different professions working together but with some interaction between them, and interprofessional practice is more cohesive and collaborative in nature in order to meet the needs of the patient.…”