Mastering Interprofessional Facilitation, Essential Knowledge, and Skills for Effective Facilitation
Other Titles
Mastering Interprofessional Facilitation: Essential Knowledge and Skills [Title Slide]
Other Titles
PechaKucha Presentation
Abstract
Interprofessional education (IPE) is a critical practice in today’s fragmented healthcare system. IPE prepares students to work collaboratively, ensuring they are ready to join the workforce as effective team members (Brashers et al.,2020; Caratelli, et al., 2020). The Center for Interprofessional Practice and Education offers an Interprofessional (IP) Core Curriculum, which has been completed by over 4,000 students. The XX University School of Nursing plays a significant role both in terms of participating students and facilitators. Interprofessional partnerships are promoted by the American Association of Colleges of Nursing’s (AACN) Nursing education model, The Essentials: Core Competencies of Nursing. One of the competencies is Interprofessional Partnerships which encourages intentional cross-professional collaborations.
The IP Core curriculum is delivered in a longitudinal hybrid format, including online content modules followed by synchronous team learning experiences where students apply their knowledge and skills. The curriculum is structured into four stages, with the first three requiring an IP facilitator at a ratio of 1:8 students. Annually, 300 facilitators from diverse disciplines, including faculty, post-professional students, fellows, residents, and licensed practitioners, participate. Facilitators must possess relevant IPE knowledge and a willingness to engage actively. Many of them are new to academia and interprofessional collaborative practice, which highlights a gap in effective IP facilitation skills and knowledge.
To address this gap, an online, asynchronous IP Facilitation course was developed. This course equips IP facilitators with the training needed to support the IP Core Curriculum and enhance interprofessional collaboration. The course employs constructive alignment, interactive content, and evaluation methods to ensure learners achieve the intended outcomes. Evaluation methods include the Interprofessional Facilitation Scale (IPFS): used for pre-and post-measure facilitation behaviors that promote interprofessional and team learning (Sargeant, 2010), a knowledge quiz, learners are assessed through short essays, multiple-choice, and true/false questions. and a Quality improvement (QI) survey. Upon successful completion of the module, learners receive a digital badge, indicating their mastery of IP Facilitation. The study aims to evaluate the effectiveness of the IP Facilitation course in preparing learners for IP facilitation.
Notes
References: Brashers, V., Haizlip, J., & Owen, J. (2020) The ASPIRE Model: Grounding the IPEC core competencies for interprofessional collaborative practice within a foundational framework, Journal of Interprofessional Care, 34:1, 128-132, DOI:10.1080/13561820.2019.1624513
Caratelli, L., Bostwick, J., Templin, T., Fitzgerald, M., Filter, M, & Ginier, E. (2020) Development and evaluation of an Interprofessional seminar pilot course to enhance collaboration between health professionals at a student-run clinic for underserved populations, Journal of Interprofessional Care, 34:3, 422-426, DOI:10.1080/13561820.2019.1676208
Sargeant, J.& Lynn, T. (2010). Development and Testing of a Scale to Assess Interprofessional Education (IPE) Facilitation Skills. Journal of Continuing Education in the Health Professions. 30. 126 - 131. 10.1002/chp.20069.
Interprofessional Education Collaborative. (2021-2023). IPEC core competencies revision: Version 3. Retrieved from https://www.ipecollaborative.org/2021-2023-core-competencies-revision
American Association of Colleges of Nursing (AACN). (2021). The essentials: Core competencies for professional nursing education. Retrieved from https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf
World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice. Retrieved from https://iris.who.int/bitstream/handle/10665/70185/WHO_HRH_HPN_10.3_eng.pdf?sequence=1
Sigma Membership
Alpha
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Interprofessional Initiatives, Interprofessional, Interdisciplinary, Faculty Development
Recommended Citation
LaMothe, Julie, "Mastering Interprofessional Facilitation, Essential Knowledge, and Skills for Effective Facilitation" (2025). International Nursing Research Congress (INRC). 51.
https://www.sigmarepository.org/inrc/2025/presentations_2025/51
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, 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.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Mastering Interprofessional Facilitation, Essential Knowledge, and Skills for Effective Facilitation
Seattle, Washington, USA
Interprofessional education (IPE) is a critical practice in today’s fragmented healthcare system. IPE prepares students to work collaboratively, ensuring they are ready to join the workforce as effective team members (Brashers et al.,2020; Caratelli, et al., 2020). The Center for Interprofessional Practice and Education offers an Interprofessional (IP) Core Curriculum, which has been completed by over 4,000 students. The XX University School of Nursing plays a significant role both in terms of participating students and facilitators. Interprofessional partnerships are promoted by the American Association of Colleges of Nursing’s (AACN) Nursing education model, The Essentials: Core Competencies of Nursing. One of the competencies is Interprofessional Partnerships which encourages intentional cross-professional collaborations.
The IP Core curriculum is delivered in a longitudinal hybrid format, including online content modules followed by synchronous team learning experiences where students apply their knowledge and skills. The curriculum is structured into four stages, with the first three requiring an IP facilitator at a ratio of 1:8 students. Annually, 300 facilitators from diverse disciplines, including faculty, post-professional students, fellows, residents, and licensed practitioners, participate. Facilitators must possess relevant IPE knowledge and a willingness to engage actively. Many of them are new to academia and interprofessional collaborative practice, which highlights a gap in effective IP facilitation skills and knowledge.
To address this gap, an online, asynchronous IP Facilitation course was developed. This course equips IP facilitators with the training needed to support the IP Core Curriculum and enhance interprofessional collaboration. The course employs constructive alignment, interactive content, and evaluation methods to ensure learners achieve the intended outcomes. Evaluation methods include the Interprofessional Facilitation Scale (IPFS): used for pre-and post-measure facilitation behaviors that promote interprofessional and team learning (Sargeant, 2010), a knowledge quiz, learners are assessed through short essays, multiple-choice, and true/false questions. and a Quality improvement (QI) survey. Upon successful completion of the module, learners receive a digital badge, indicating their mastery of IP Facilitation. The study aims to evaluate the effectiveness of the IP Facilitation course in preparing learners for IP facilitation.
Description
Interprofessional collaboration is crucial in healthcare. The Center for Interprofessional Practice and Education offers an Interprofessional Core Curriculum, completed by over 4,000 students. Facilitators from diverse disciplines support the curriculum, but many lack effective facilitation skills. An online IP Facilitation course was developed, providing necessary training. The study aims to evaluate the effectiveness of this online IP Facilitation Course.