2 Why Interprofessional Education and Collaborative Practice (IPECP)?
To ensure achievement of the quintuple aim (better care, better health, better value, better work experience and better health equity: (Khalili et al., 2022), health systems need to recognize the contribution of each profession as just as essential as others and require healthcare professionals to work collaboratively. One barrier to collaborative practice has been historic competition between health professions to establish profession-specific scopes of practice and protect their perceived professional “territory” which IPECP can address (Khalilli & Price, 2021).
What is the Evidence for IPE?
Historically, the importance of interprofessional education could be understood by asking the question: “How can they work together if they don’t learn together?” (see cartoon; Canadian Interprofessional Health Collaborative, 2008). Patients need a healthcare team that works together to provide them with the most effective care options. This must start before professionals enter their careers- during their education. Interprofessional education allows students to be successful in abilities that aid their role in future interprofessional collaboration (Canadian Interprofessional Health Collaborative, 2010b).
Participating in IPE programs has led to improved communication, teamwork, problem-solving and relationships for students, along with improved health outcomes for patients (Rodrigues da Silva Noll Gonçalves et al., 2023). In this section, we will discuss the positive outcomes of IPE, which provide evidence of its importance in the curriculum of all health students. While best practice guidelines point to improved patient care and mortality rates (for e.g., stroke best practice guidelines), careful review of IPE and its impact on care is still an area for further research consideration.
Educators are required to create meaningful IPE in alignment with developing entry to practice competencies for both discipline–specific as well as interprofessional collaborative competencies.
IPE programs have helped integrate problem solving skills for students, as many mentioned the lack of confidence in seeking help from their peers and not knowing how to react in the event of diverse opinions (Rodrigues da Silva Noll Gonçalves et al., 2023).
Interprofessional education programs have allowed students from different health professions to communicate more effectively, and more often (Rodrigues da Silva Noll Gonçalves et al., 2023). Claramita et al. (2019) recommends three O’s for effective interprofessional communication (TRI-O): “open for collaboration, open for information, open for discussion” (p. 1). Labrague et al. (2018) found specific improvements in communication and understanding its importance for nursing students who participated in interprofessional simulation.
IPE allows students to learn and practice communicating professionally and respectfully when conflict arises, leading to improved conflict resolution (Au, 2023). Participants had higher levels of competence in sharing information with other healthcare providers 6 weeks after conflict resolution training, compared to before the training (Ugirase, 2022). This study also found a statistically significant relationship between competence in communicating, and engaging in interprofessional collaboration (Ugirase, 2022).
The amount of preventable medical errors due to miscommunication and lack of collaboration remains a concern for patients (Leonard et al., 2004; Kohn et al., 2000). Up to 30 percent of errors were caused by issues in communication between healthcare team members (Au, 2023). Collaborating interprofessionally has been found to decrease the number of these mistakes made in healthcare (Au, 2023).
One of Canada’s healthcare goals is to have integrated care for all patients (Government of Canada, 2022). Patients experience more holistic care when the whole healthcare team works together interprofessionally (Rodrigues da Silva Noll Gonçalves et al., 2023). Interprofessional collaboration decreases the risk of the patient being discharged early, as well as decreasing delays or repeats in care services (Pitout et al., 2022). Ford and Gray (2021) assert that professional collaboration is center to integrating the health and social care a patient needs. Collaborative practice is important to provide effective service to patients, while optimizing the limited resources within the healthcare system (Arth et al., 2018; Boshoff et al., 2020; Spaulding et al., 2021).
A wide-ranging analysis of IPE suggests its capabilities in enhancing interprofessional collaboration, teamwork and clinical decision-making for pre and post licensure students (Arth et al., 2018; Au, 2023; Boshoff et al., 2019; Gunaldo et al., 2020; Sims et al., 2014; Spaulding et al., 2019; Statistics Canada, 2016). When students engage in teamwork, it enhances their knowledge and understanding of the roles and responsibilities of other professions (Asmara et al., 2021; Au, 2023; Nicolaidis et al., 2010; Sims et al., 2015; Spaulding et al., 2021; Varekojis, 2022). IPE has been instrumental in team building and learning developmental skillsets and expertise (Spaulding et al., 2021). Students are more trusting and respectful of their peers (Rodrigues da Silva Noll Gonçalves et al., 2023). Conroy (2019) explains the concept of contact theory, where groups have the opportunity to discuss, learn and appreciate each other’s point of view resulting in improved care delivery (Conroy, 2019; Rodrigues da Silva Noll Gonçalves et al., 2023; Thistlethwaite & Moran, 2010). Often, students have prejudices about their peers from other disciplines, but IPE programs have helped students decrease stereotypes and hierarchies (Rodrigues da Silva Noll Gonçalves et al., 2023).
IPE has also been shown to help students develop their identity as a healthcare professionals (Rodrigues da Silva Noll Gonçalves et al., 2023). For instance, Whiting et al., (2016) found that when students worked with other professions, it made them feel more confident in the profession they chose. IPE has also led to greater job satisfaction, and positive attitudes toward collaboration (Au, 2023; Ford & Gray, 2021).
Figure 4: Interactive map IPECP world resources
Figure 4 is an interactive map with links to national Interprofessional Education and Collaboration frameworks, networks, organizations, and educational programs located around the world. Click on the question mark to view the associated IPECP resources from the respective location(s). This map is not exhaustive of all the potential links.
