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In 2010, the World Health Organizations stated “It is no longer enough for health workers to be professional. In the current global climate, health workers also need to be interprofessional” (WHO, 2010). Interprofessional education (IPE) is “learning skills and other abilities alongside other healthcare professionals of different fields to get a better understanding of how to work effectively with them in an actual healthcare setting” (Bohr & Pronovost, 2010).
“Interprofessional education is important because it allows students of different disciplines to come together and see different approaches and opinions on a subject that both disciplines would have to deal with in the real world” (Bohr & Pronovost, 2010). This networking will lead to stronger teamwork. We all have a moral obligation to work together to improve care for patients. With interprofessional education, students learn to collaborate and communicate effectively, develop leadership qualities, mutual respect for one another’s knowledge and skill sets (Interprofessional Education Collaborative [IPEC] Expert Panel, 2011).
It is crucial to include students in the interprofessional educational planning process.
A student’s interest will increase when they can to contribute, such as serving as a student adviser on a planning committee, assuming leadership roles in a student organization, participating in research opportunities, and closely engaging with their faculty and any practitioners involved in programming().
The core competencies of interprofessionalism are values and ethics, roles and responsibilities, communication, and teamwork. Values and ethics are important in working with individuals of other professions to maintain a climate of mutual respect and shared values. Roles and responsibilities uses the knowledge of one's own role and those of other professions to appropriately assess and address the health care needs of patients, to promote, and advance the health of populations.
Communication with patients, families, communities, and professionals in health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease. Teams and Teamwork apply relationship-building values, and the principles of team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient/population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable. (IEC, 2016)
Engage in experience
Reflection & feedback
Revision on IPE Target specific competencies
Ensure students stay with their assigned roles and responsibilities.
Get team members to offer feedback.
Adjust student roles and responsibilities based on performance. Assign students to experience to challenge skill base.
Encourage students to set goals beyond roles and responsibilities with guidance.
Identify specific items to improve skill performance.
Re-evaluate targeted skill sets and revise activity based on a competency. Assign specific roles and responsibilities.
Focus student’s efforts on specific skills.
Re-evaluate roles and responsibilities of students on the team.
Add new target skills if ready and change focus on competent skill sets.
The goal for an IPE activity is to develop knowledge, skills, abilities and attitudinal changes. To accomplish this goal the plan can be broken into four levels. The first level is reaction, where the learner expresses views on learning experience and interprofessional nature. Second level is where changes of attitude and perceptions occurs for the person and the group. Third level is where behavioral change occurs and the person uses what they learn in their professional practice. Level four involves organizational change and the change benefits the clients and improved the health or well-being of the client ().
Exposure: Introduction
Immersion: Development
Competence: Entry to Practice Collaboration
Knowledge
Skill / Behavior
Skill / Behavior
Knowledge
Skill / Behavior
Attitude
Skill / Behavior
Attitude
Values and Ethics
Knowledge
Skill / Behavior
Knowledge
Skill / Behavior
Attitude
Skill / Behavior
Attitude
Activity Type: Didactic Purpose: To learn standardized communication in the clinical setting to better under
stand one another during encounters.
Objectives:
Emergency Training
Activity Type: Simulation Purpose: The purpose of this activity is to provide students an opportunity to practice patient centered and team-based care in a simulated emergency environment. Students apply selected skills and cope with multiple stressors while learning how to manage emergencies.
Objectives:
Clinical Observation: Activity Type: Clinical Purpose: For students to observe a variety of nursing roles, communication, and nurse-patient relationship in a clinical environment.
Objectives:
Once the Interprofessional process is tested in the classroom, simulation, and clinical environments, their effectiveness needs to be determined (Grace, 2016). In 2002, the National League of Nursing formed a statement, which supports this approach. The statement is “The teaching of nursing must be evidence-based, with research informing what is taught, how learning is facilitated and evaluated, and how curricula or programs are designed” (NLN, 2002, pg. 3).
The Importance Of Interprofessionalism For Health Workers Nowadays. (2024, Feb 27). Retrieved from https://studymoose.com/the-importance-of-interprofessionalism-for-health-workers-nowadays-essay
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