Abstract
Background: Interprofessional collaboration among health providers is essential to achieve optimal patient outcomes. Because team-based care is the expected practice among healthcare providers, interprofessional education (IPE) experiences are essential for achieving the foundational knowledge, skills, and abilities to prepare the future healthcare workforce. Interprofessional education, once considered an elective option, is now a curricular requirement of healthcare programs. The purpose of this presentation is to share an effective interprofessional education model that is easily accessible and attainable, improves learning outcomes, and meets curricular requirements across different healthcare professions.
Methods: Students from multiple healthcare disciplines (Nursing, Physical Therapy, Occupational Therapy, Speech Language Pathology, Athletic Training, and Dental Hygiene) completed a module-based workshop designed to define healthcare roles and introduce Interprofessional Education Collaborative (IPEC) competencies. The students completed a knowledge assessment and case study, shared previous interprofessional experiences, defined future IPE goals, and collaborated with interprofessional peers to discuss roles and responsibilities. A pre-and post-survey utilizing the Readiness for Interprofessional Learning Scale (RIPLS) was completed by students. The RIPLS is a valid and reliable instrument to assess readiness for interprofessional learning.
Results: Most students strongly agree that learning with other healthcare students will make them more effective team members, improve communication skills with patients and other professionals, increase their ability to understand clinical problems, and improve patient outcomes. More than ninety percent of student respondents indicated that the assignment provided value to their interprofessional learning experience.
Conclusion: Our online module-based workshop demonstrates that well-designed teaching and learning strategies are effective for achieving interprofessional competencies and preparing students for clinical practice. Students participating in the IPE workshop are more likely to embrace the importance of a collaborative practice environment. Moving forward, it is imperative that educators meet the evolving needs of the healthcare landscape by ensuring students are well-prepared to practice as part of an interprofessional team.
Notes
References:
American Occupational Therapy Association, Inc. (2022). Importance of interprofessional education for occupational therapy. The American Journal of Occupational Therapy, 76(3). 7613410250. https://doi.org/10.5014/ajot.2022.76S3007
Barton, L., Lackie, K., & Miller, S. G. (2023). Scoping review: Interprofessional simulation as an effective modality to teaching interprofessional collaborative competencies in the emergency department. Journal of Research in Interprofessional Practice and Education, 13(1), 1–13. https://doi.org/10.22230/jripe.2023v13n1a349
Bogossian, F., New, K., George, K., Barr, N., Dodd, N., Hamilton, A. L., Nash, G., Masters, N., Pelly, F., Reid, C., Shakhovskoy, R., & Taylor, J. (2023). The implementation of interprofessional education: A scoping review. Advances in Health Sciences Education, 28(1), 243–277. https://doi.org/10.1007/s10459-022-10128-4
Bornman, J., & Louw, B. (2023). Leadership development strategies in interprofessional healthcare collaboration: A rapid review. Journal of Healthcare Leadership, 15, 175–192. https://doi.org/10.2147/JHL.S405983
Bowman, C., Paal, P., Brandstötter, C., & Cordina, M. (2023). Evidence of successful interprofessional education programs—models, barriers, facilitators and success: A systematic review of European studies. Journal of Health Organization and Management, (37)8, 526–541. https://doi.org/10.1108/jhom-04-2022-0115
Interprofessional Education Collaborative. (2023). IPEC Core Competencies for Interprofessional Collaborative Practice: Version 3. https://www.ipecollaborative.org/core-competencies
McLaney, E., Morassaei, S., Hughes, L., Davies, R., Campbell, M., & Di Prospero, L. (2022). A framework for interprofessional team collaboration in a hospital setting: Advancing team competencies and behaviors. Healthcare Management Forum: 35(2):112-117. doi:10.1177/08404704211063584
Mohammed, C. A., Anand, R., & Saleena Ummer, V. (2021). Interprofessional education (IPE): A framework for introducing teamwork and collaboration in health professions curriculum. Medical journal, Armed Forces India, 77(Suppl 1), S16–S21. https://doi.org/10.1016/j.mjafi.2021.01.012
Reeves, S., Fitzsimmons, A., & Kitto, S. (2024). Understanding and embracing the potential of interprofessional education. In Educating Physical Therapists (pp. 175-187). Routledge.
van Diggele, C., Roberts, C., & Burgess, A. (2020). Interprofessional education: tips for design and implementation. BMC Med Educ, 20 (455). https://doi.org/10.1186/s12909-020-02286-z
Sigma Membership
Epsilon Chi
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Interprofessional Initiatives, Teaching and Learning Strategies, Curriculum Development, Nursing Education, Advance in Education, Team-based Care
Recommended Citation
Hudgins, Amanda; Hawkins, Janice Evans; Thompson, Michelle; Campbell, Tom; Speerhas, Tammy; and Gillis, Corrin, "Promoting Collaborative Practice: Interprofessional Education Synergy" (2025). Biennial Convention (CONV). 78.
https://www.sigmarepository.org/convention/2025/presentations_2025/78
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-26
Promoting Collaborative Practice: Interprofessional Education Synergy
Indianapolis, Indiana, USA
Background: Interprofessional collaboration among health providers is essential to achieve optimal patient outcomes. Because team-based care is the expected practice among healthcare providers, interprofessional education (IPE) experiences are essential for achieving the foundational knowledge, skills, and abilities to prepare the future healthcare workforce. Interprofessional education, once considered an elective option, is now a curricular requirement of healthcare programs. The purpose of this presentation is to share an effective interprofessional education model that is easily accessible and attainable, improves learning outcomes, and meets curricular requirements across different healthcare professions.
Methods: Students from multiple healthcare disciplines (Nursing, Physical Therapy, Occupational Therapy, Speech Language Pathology, Athletic Training, and Dental Hygiene) completed a module-based workshop designed to define healthcare roles and introduce Interprofessional Education Collaborative (IPEC) competencies. The students completed a knowledge assessment and case study, shared previous interprofessional experiences, defined future IPE goals, and collaborated with interprofessional peers to discuss roles and responsibilities. A pre-and post-survey utilizing the Readiness for Interprofessional Learning Scale (RIPLS) was completed by students. The RIPLS is a valid and reliable instrument to assess readiness for interprofessional learning.
Results: Most students strongly agree that learning with other healthcare students will make them more effective team members, improve communication skills with patients and other professionals, increase their ability to understand clinical problems, and improve patient outcomes. More than ninety percent of student respondents indicated that the assignment provided value to their interprofessional learning experience.
Conclusion: Our online module-based workshop demonstrates that well-designed teaching and learning strategies are effective for achieving interprofessional competencies and preparing students for clinical practice. Students participating in the IPE workshop are more likely to embrace the importance of a collaborative practice environment. Moving forward, it is imperative that educators meet the evolving needs of the healthcare landscape by ensuring students are well-prepared to practice as part of an interprofessional team.
Description
Future generations of healthcare professionals must be equipped with interprofessional education and learning experiences to navigate healthcare system challenges, provide high-quality care, and ensure positive patient outcomes. The purpose of this presentation is to share an effective interprofessional education model that is easily accessible and attainable, improves learning outcomes, and meets curricular requirements across different healthcare professions.