Running Head: IPE AND IPC ASSIGNMENT 1

Interprofessional Education and Interprofessional Collaboration Part 1

Trisha Belen

Jisha John

Lysis Placides

Prof. Stacey McPhail

BHSW 3501

February 9th, 2021

IPE AND IPC ASSIGNMENT 2

Interprofessional Education (IPE) is a growing and necessary need in the healthcare field.

IPE is defined as having students from two or more professions learn to interact with one another

to foster an effective collaborative practice so that they may deliver high-quality care (WHO,

2010). According to the World Health Organization (WHO), they recognize that

interprofessional collaboration in education would help to mitigate a “global health workforce

crisis” (WHO, 2010). As future health and wellness professionals, our goal is to raise awareness

and promote IPE at Humber by implementing them into the Faculty of Health Sciences and

Wellness (FHSW) programs. Changing the way we educate future health care providers will

ensure that their knowledge and collaborative practice is translated to adapt to our evolving

health care system. We envision our fellow students becoming valuable members of the future

interprofessional healthcare workforce. In this report, an evidence-based IPE activity will be

outlined in detail to explain how it will benefit Humber students in the FHSW programs.

Benefits of IPE Activity: Simulated Interprofessional Communication

There are many established IPE activities designed to enhance interprofessional

competencies. One of the established activities we believe should be embedded in FHSW

student’s learning experiences are simulated interprofessional communication. It is quite evident

that miscommunication leads to poor health outcomes. For instance, the Joint Commission of

Healthcare has noted that miscommunication is the cause of 60 to 70% of hospital deaths (The

Joint Commission, 2015). Thus, this activity helps to teach FHSW students to recreate

challenging real-life scenarios and to practice their responses in a professional and ethical

manner. The goal of the activity is to help us learn how to communicate effectively with the

interprofessional team, clients, and families. Students would be exposed to learn from other

students of specific disciplines of their programs. Simulated interprofessional communication

IPE AND IPC ASSIGNMENT 3

would help produce clarity about the assumptions and biases of students in their chosen

profession. For instance, one study looked at student nurses and pharmacy student’s perspectives

of interprofessional simulated activities. The study found that all student participants felt

confident in their roles and realized the importance of building rapport with colleagues and

clients after the activity (Paul et al, 2014). Embedding the activity into the curriculum of FHSW

students will help ensure that students are learning in a safe and controlled environment. The

activity allows re-learning skills and techniques as often as required; thus, allowing students to

refine their skills until favourable clinical outcomes are reached. Furthermore, equipping

students on how to respond to challenging scenarios with evidence-informed strategies would

prepare them for clinical placements and become part of the future workforce.

Level of Activity/ Frequency of Interactions

Simulated interprofessional communication is a way for FHSW students to fully interact

with one another to determine a solution for a scenario. This activity provides full interaction for

students with clinical educators by their side to facilitate real-life scenarios. For example, at

Humber, we can imagine a simulation between student nurses and student OTA/PTAs. The case-

based scenario can be a scenario of OTA/PTA students collaboratively working with nursing

students to identify abnormal vital signs during therapy with a spinal cord injury patient. The

interprofessional communication between the two disciplines of students would teach them that

clear communication can help to mitigate patient health risks; thus, foster the importance of

building rapport with future colleagues. The frequency of the interactions between students is

“immersive”. In other words, students are required to fully interact with one another for at least 1

to 2 hours to benefit from the activity. Students can attend weekly simulation training with new

case scenarios assigned for the weekly topics they are learning in class.
IPE AND IPC ASSIGNMENT 4

Content of Activity

Depending on the topics discussed, simulated activities can target specifics topics

according to the students’ stage of learning. FHSW Students such as nursing, OTA/PTA, and

paramedic programs can work collaboratively to learn how to communicate with augmentative

and alternative communication (AAC) users, learn collaborative approaches to pain

management, learn collaborative approaches on the client and family-centered care etc. The

activity is flexible in the sense that it can be delivered in-person or virtually. In-person

simulations can be taught in clinical labs with students using equipment provided by the school

such as mannequin simulators, vital machines, exercises equipment, etc. In-person simulation

provides hands-on practice and requires the students to re-enact parts of a scenario. For the case

of virtual simulated learning, students can complete asynchronous animated modules of assigned

topics relevant to interprofessional communication. Students would have the opportunity to

complete a virtual IPE gaming simulation allowing them to make collaborative decisions from

the point of view as a health care provider with staff members, clients, and families. Students

will interactively complete the simulation via group chat with other students and collaborate on

which decision is correct before proceeding to select an optional list of decisions. The virtual

simulation will play out the scenarios based on the selected decision and give evaluative

feedback to students explaining whether the decision is correct or not.

Internal and External Support for Activity

Humber’s FSHW has a wide range of programs. Currently, Humber utilizes a clinical

simulation learning centre within FSHW programs such as nursing, occupational and

physiotherapy assistant, and personal support worker (Humber College, n.d.). Students within

these programs have simulated learning embedded into their courses through the duration of their
IPE AND IPC ASSIGNMENT 5

program. The purpose of the IPE simulation learning center is to provide students from FHSW

with various real-life clinical situations that will enhance the knowledge and skills of students to

provide safe care for all clients. Moreover, students have the opportunity to learn collaboratively

and develop clinical skills prior to practicing in a clinical setting. Additionally, IPE simulation

learning centers let students experience IPC to build their knowledge, critical thinking skills, and

capability along with professional standards. Within a risk-free environment like simulation labs,

students are able to articulate and master clinical skills while collaborating with FHSW students.

Therefore, IPE enables students to be proficient in interprofessional practice upon entering the

workforce (Humber College, n.d.).

An organization that supports IPE and IPC is Sunnybrook Health Science Centre. The

goal of IPC at Sunnybrook is to collaborate by utilizing IPE in a respected manner (Sunnybrook

Health Science Centre, n.d). The Sunnybrook Canadian Simulation was one of the first

simulation-based training that let healthcare professionals’ practice without jeopardizing lives.

The simulation learning is focused on internal and clinical staff which offers services such as

nursing orientation, in-situ simulations, workshops, emergency code training, etc. (Sunnybrook

Education, n.d.). Sunnybrook has affiliated with various academic institutions to partake in their

placements and continuing education. For example, nursing professionals and students have

access to learn from educators through “e-learning modules, virtual communities, classroom,

simulation, lab, and unit-based sessions” (Sunnybrook Education, n.d.)

CIHC Competency Domains

The Canadian Interprofessional Health Collaborative (CIHC) competency framework

consists of various health professionals, health organizations and students within Canada to

engage through IPE and IPC to provide patient-centred practise that strengthens the health care
IPE AND IPC ASSIGNMENT 6

team as well as enhancing patient/client safety and care (CIHC, 2010). The CIHC identifies six

competency domains that are crucial for effective interprofessional collaboration which

emphasizes “knowledge, skills, attitudes and values” (CIHC, 2010, p. 9). As students develop

their skills, knowledge and attitudes with respect to interprofessional career development, they

acquire the confidence to apply their learning in a clinical setting. Although all domains of CIHC

are important, within our chosen IPE activity, role clarification and interprofessional

communication would be identified and prioritized. Role clarification competency is identified as

students are taught to learn about the discipline of their future profession. FHSW students would

be given case scenarios to resolve in class or in simulation labs depending on the program of

study to collaborate and learn how other disciplines can resolve the situation. The second

domain identified is interprofessional communication. It is a form of collaborative

communication among multiple disciplines in a respected manner. During simulations, students

need to communicate and perform the scenario. Communication can include assessments,

reports, rounds, procedures, documentation, health teaching etc. If there is a communication gap

it will significantly affect the patient/client’s end result. Therefore, role clarification and effective

communication would help students to efficiently practice in a stress-free environment that

would greatly benefit their future careers.

Personal Interprofessional Competencies

As current and future interprofessional leaders in workplace health and wellness, we hope

that simulated learning would develop confidence within Humber students. Confidence is

interconnected to CIHC competency of role clarification and interprofessional communication.

Exposure to simulation IPE as a novice would provide students real-life clinical situations prior

to entering their designated profession. Moreover, implementing IPE would provide students
IPE AND IPC ASSIGNMENT 7

clinical knowledge such as time management, critical thinking, teamwork etc. Nonetheless,

simulation settings are a place where students demonstrate theory and assessments on fellow

students from different programs. This experience would give students the opportunity to

communicate efficiently with patients/clients. Additionally, this could give a chance for the

students to understand their roles and responsibilities of each profession within FHSW. Thus,

adhere to a comprehensive knowledge of the health and wellness profession.

FHSW Student Representation/ Evidence of IPE Mandate

Interprofessional collaboration in healthcare plays a big factor in patient outcomes. The 3

programs chosen for this activity will all be part of a patient’s circle of care in future workplaces.

The 3 programs participating in the simulation-based learning are, Registered Practical Nursing

(RPN), Personal Support Worker (PSW) and Occupational Therapist and Physiotherapist

Assistant program (OTA/PTA). The 3 programs involved have different completion years. RPN

is a 2-year diploma program; PSW a 1-year certificate program and OTA/PTA a 2-year diploma

program. For the RPN program, we believe the IPE activity should be implemented on their 1st

and 3rd semester. Starting from the 1st semester will give students time to practice in simulation

labs before embarking on their 1st clinical placement, which will take place on their 2nd semester.

When the students return for their 2nd IPE activity on their 3rd semester, they will be joined by

the new batches of RPN, PSW and OTA/PTA students. They can share their experience on their

clinical placements and further enhance their skills/knowledge in the simulation lab to prepare

for their final clinical placement and future workplace. Likewise, for OTA/PTA program, we

want to begin their IPE activity on their 1st semester before they start their clinical placement.

The concept is the same with the RPN students. Lastly, for the PSW program, they will only

participate in 1 IPE activity, which will be on their 1st semester. The PSW students begin their
IPE AND IPC ASSIGNMENT 8

placement in their 1st semester, so it will be extra crucial for them to use their IPE activity time

efficiently. For RPN, the IPE mandate is both educational and regulatory. The College of Nurses

of Ontario (CNO) approves the Humber College Registered Practical Nursing Program

curriculum. Humber College curriculum requires RPN students to participate in clinical

simulations to be able to graduate. Likewise, for OTA/PTA, the IPE mandate is also educational

and regulatory. The Canadian Association of Occupational Therapists (CAOT) is affiliated with

Humber College and approves its curriculum. Humber College OTA/PTA curriculum includes

clinical simulations. For PSW, they are not regulated health-care profession and the IPE mandate

is educational. Humber College also mandates PSW students to complete clinical simulations to

graduate.

Logistical Considerations

The duration of the IPE activity is 2 hours once a week. Every batch of the 3 programs

involved is required to complete IPE for 2 semesters during their program, with the exception of

PSW students, only required 1 semester. The activity will take place at the simulation lab in

Humber College and will have 3 educators per session. Each educator will specialize in the

programs involved. The duration of 2 hours is standard and similar to the duration of some

courses the students partake. We do not want to overburden the students with information by

holding longer sessions. Additionally, with many FHSW programs at Humber College, we want

to split the simulation lab time fairly. In terms of how we will plan the weekly sessions, we will

collaborate with the educators involved and the program coordinators for the 3 programs. We

want to make sure the simulations are in synch with other courses the students are taking in

terms of phases of learning, such as theory and anatomy. An appendix is attached to show an
IPE AND IPC ASSIGNMENT 9

example of stage matching the IPE activity into the 3 sampled programs of their corresponding

semesters.

Challenges

Some challenges of implementing IPE in the FHSW programs are:

1) Planning the schedules of the simulations and dividing students into each simulation

schedule.

• There will be a large volume of students due to 3 programs being involved. All 3

programs have different completion years and different schedules. We want to ensure we

do not compromise other courses and students are not overwhelmed with the addition of

the IPE activity.

• The 3 programs are coming from certificate and diploma programs. The different

durations in study completion creates schedules that will mix students in different periods

of their program together. Additionally, there will be differences in levels of knowledge,

which can create miscommunication.

2) Resources in terms of adequate equipment, available educators, and the possibility of creating

new simulation labs to accommodate IPE sessions will be costly.

• Simulations labs at Humber College are each designed specifically in accordance with its

use. For example, the OTA/PTA simulation lab is designed with equipment OTA/PTA

students will use for their learning. The nursing and PSW simulation lab is equipped with

the equipment they will need to foster their learning. Both simulation labs will require

altering to meet the learning needs of all the 3 programs collaborating during simulations.

If altering is not an option, then perhaps a new simulation lab needs to be created to

accommodate the IPE activity.

IPE AND IPC ASSIGNMENT 10

• Preparing for a new activity will require re-training or hiring of additional educators. We

need to make sure we take the time to re-train current or train new educators to provide

the students with the best learning outcome.

3) Leadership throughout the development and during the process of IPE.

• According to Farra et al (2018), “Poor planning, lack of coordination and lack of

administrative support can strongly impede an IPE initiative”. We cannot agree more

with this statement. IPE is a new initiative and will require a team with strong leadership

qualities to lead the educators and students to success.

IPE AND IPC ASSIGNMENT 11

References

Affiliated Education Programs. (n.d.). Retrieved February 5, 2021, from

https://otapta.ca/english/accreditation/affiliated-education-programs.php

Bulger, J., Carvalho, M., Chatsick, J., Gentner, N., Hamad, A., Rampersad, V., & Wilkinson, S.

(2020). Humber College Faculty of Health Sciences & Wellness Interprofessional

Education Competency Framework. Retrieved February 6, 2021

CIHC. (2010). A National Interprofessional Competency Framework. University of British

Columbia, College of Health Disciplines. Retrieved February 6, 2021, from

http://ipcontherun.ca/wp-content/uploads/2014/06/National-Framework.pdf

Farra, A., Zeenny, R., Nasser, S., Asmar, N., Milane, A., Bassil, M., & Hoffart, N. (2018).

Implementing an interprofessional education programme In Lebanon: Overcoming

challenges. Eastern Mediterranean Health Journal, 24(09), 914-921.

doi:10.26719/2018.24.9.914

Foronda, C., MacWilliams, B., & McArthur, E. (2016). Interprofessional communication in

healthcare: An integrative review. Nurse Education in Practice, 19, 36-40.

doi:https://doi.org/10.1016/j.nepr.2016.04.005

Hudson, C. C., Gauvin, S., Tabanfar, R., Poffenroth, A. M., Lee, J. S., & O'Riordan, A. L.

(2017). Promotion of role clarification in the Health Care Team Challenge. JOURNAL OF

INTERPROFESSIONAL CARE, 31(3), 401-203. doi:https://doi-

org.ezproxy.humber.ca/10.1080/13561820.2016.1258393
IPE AND IPC ASSIGNMENT 12

Humber College. (n.d.). Faculty of Health Science and Wellness. Retrieved February 7, 2021,

from Clinical Simulation Learning Centre: https://healthsciences.humber.ca/current-

students/resources/learning-labs/clinical-simulation-learning-centre.html

Paul, P., Olson, J., Sadowski, C., Parker, B., Alook, A., & Jackman, D. et al. (2014).

Interprofessional Simulation Learning with Nursing and Pharmacy Students: A Qualitative

Study. Quality Advancement In Nursing Education - Avancées En Formation Infirmière,

1(1). doi: 10.17483/2368-6669.1011

Patterson, R., Burg-Feret, F., Coll, I. (Producers), & College, H. (Director). (2019).

Interprofessional Learning Beyond Borders: A Humber College Documentary [Motion

Picture]. Retrieved February 6, 2021, from

https://www.youtube.com/watch?v=V_NIDFkyxqc

Practical Nursing (PN) Programs. (2019, June 10). Retrieved February 5, 2021, from

https://www.cno.org/en/become-a-nurse/approved-nursing-programs/practical-nursing-

programs-in-ontario/

Sunnybrook Education. (n.d.). Simulation Centre. Retrieved February 6, 2021, from Sunnybrook

Canadian Simulation Centre: https://sunnybrook.ca/education/content/?page=education-

sim-centre

Sunnybrook Education. (n.d.). Student Centre. Retrieved February 6, 2021, from Welcome to

nursing education: https://sunnybrook.ca/education/content/?page=education-nursing-

welcome
IPE AND IPC ASSIGNMENT 13

Sunnybrook Health Science Centre. (n.d). Framework & Strategy Working and Learning

Together for the Best Possible Care. Retrieved February 6, 2021, from

https://sunnybrook.ca/uploads/1/welcome/strategy/170630-icp-framework.pdf

The Joint Commission. (2015). Sentinel Event Data Root Causes by Event Type 2004 – 2014.

Retrieved 8 February 2021, from https://www.jointcommission.org/-

/media/tjc/documents/resources/patient-safety-topics/sentinel-

event/root_causes_by_event_type_2004-

2014.pdf?db=web&hash=6E76D1931B9208849FF7F6BE8543FB1E

WHO. (2010). Framework for Action on Interprofessional Education & Collaborative Practice

[PDF] (p. 7). Switzerland: WHO Press. Retrieved from

https://apps.who.int/iris/bitstream/handle/10665/70185/WHO_HRH_HPN_10.3_eng.pdf?s

equence=1#:~:text=Interprofessional%20education%20occurs%20when%20students,colla

boration%20and%20improve%20health%20outcomes.
IPE AND IPC ASSIGNMENT 14

Appendix A

Fall 2020 Winter Fall 2021 Winter

2021 2022

1 st
RPN, OTA/ PTA 2020-2022 RPN, OTA/PTA 2021-2023

semester batch; PSW 2020-2021 batch batch; PSW 2021-2022 batch

2 nd

semester

3 rd
RPN, OTA/PTA 2020-2022 batch

semester

4 th

semester
 IPE AND IPC ASSIGNMENT
IPE and IPC Assignment Part I: Rubric
Needs Much
IPE Activity Criterion Improvement
0-2
Justification for and Unrecognized IPE activity;
benefits of chosen IPE ambiguous identification
activity and
focus
Indefinite goals of
having students learning
together stated
Irrelevant to FSHW
education and industry
Unclear link in
transferring learning to
practice
Level of activity Minimal interactive activity
interactivity and among students during
frequency of actual or simulated event
interactions
Case-based learning
approach not utilized,
didactic
Content of activity Minimally realistic and
inauthentic
Requires low level of
performance
- task is based on
observation and/or
lecture
- students learn with one
another
Support for activity Internal support for IPE
not clearly identified and
explained
Rationale for support
vaguely outlined
15
Meets Expectations 3-5 Exceeds Expectations
6-8
Established IPE activity Established IPE activity clearly
somewhat identified and identified and focused
focused
Incomplete goals of Definite goals of having
having students learning students learning together
together stated stated
Somewhat relevant to Highly relevant to FSHW
FSHW education and education and industry
industry
Somewhat clear link in Clear link in transferring
transferring learning to learning to practice
practice
Moderate interactive Maximal interactive activity
activity among students among students during actual or
during actual or simulated simulated event
event
Case-based learning Dedicated case-based learning
approach with some approach with in-depth dialogue
practical application
Moderately realistic and Highly realistic and fully
somewhat authentic
authentic
Requires high level of
Requires medium level of performance
performance - task is performed;
- task involves completion of an actual or
team/group conversation simulated real life
and/or guided shadowing interprofessional education
- students learn with one event
another - students learn from one
another
Internal support for IPE Internal support for IPE clearly
somewhat identified and identified and explained
explained
Rationale for support explicitly
Rationale for support outlined
moderately outlined
 IPE AND IPC ASSIGNMENT
External support for IPE not
clearly identified and
explained
Rationale for support vaguely
outlined
CIHC Competency CIHC competency domain(s)
Domains vaguely identified in/by activity
Nature of activity does not
allow allows domains to
addressed appropriately and
effectively
Domain(s) irrelevant and
inapplicable to activity topic
Personal Personal interprofessional
Interprofessional competencies not clearly
Competencies explained and identified in/by
activity
Competencies cannot be
mapped to relevant and
appropriate CIHC competency
domain(s)
Competencies are not
applicable to health and
wellness education and
industry
FSHW student < 3 healthcare professions
professions participate in activity
represented in
activity and Professions irrelevant to
evidence of IPE chosen IPE activity topic
mandate
Stage of student learning with
rationale for point of time
External support for IPE
somewhat identified and
explained
Rationale for support
moderately outlined
CIHC competency domain(s)
somewhat identified in/by
activity
Nature of activity allows
domains to addressed
appropriately
Domain(s) somewhat
relevant and applicable to
activity topic
Personal interprofessional
competencies are
somewhat explained and
identified in/by
activity
Competencies can be
marginally mapped to
relevant and appropriate
CIHC competency domain(s)
Competencies are somewhat
applicable to health and
wellness education and
industry
≥3 healthcare professions
participate in activity
Professions somewhat
relevant to chosen IPE
activity topic
Stage of student learning
with rationale for point of
time
16
External support for IPE
clearly identified and
explained
Rationale for support explicitly
outlined
CIHC competency domain(s)
clearly identified in/by activity
Nature of activity allows
domains to addressed
appropriately and
effectively
Domain(s) highly relevant and
applicable to activity topic
Personal interprofessional
competencies are explicitly
explained and identified
in/by
activity
Competencies can be clearly
mapped to relevant and
appropriate CIHC competency
domain(s)
Competencies are highly
applicable to health and
wellness education and
industry
≥3 healthcare professions
participate in activity
Professions relevant to chosen
IPE activity topic
Stage of student learning with
rationale for point of time
 IPE AND IPC ASSIGNMENT
inclusion lacking
Inadequate evidence of
program IPE mandate
- educational,
professional, regulatory
Logistical considerations
Ambiguous logistical
information provided
Unrealistic consideration of
activity logistics
Low level of strategic planning
evident
Challenges
Not clearly identified and
inconclusively linked to
specifics and content of
activity
Indirectly relevant and
unrealistic
Evidence of a low level of
analytical thinking and insight
General formatting and
references >3 or more spelling and
grammatical errors,
inadequate syntax
Majority of references not from
credible
sources
4-5 APA formatting errors
Exceeds page limit by 2 or
more pages
Total /80
inclusion partially included
and relevant
Adequate evidence of
program IPE mandate
- educational, professional,
regulatory
Fairly definitive logistical
information provided
Mainly realistic consideration
of activity logistics
Moderate level of strategic
planning evident
Somewhat identified and
linked to specifics and
content of activity
Moderately relevant and
realistic
Evidence of a moderate of
analytical thinking and
insight
Grammar, syntax and
spelling are correct with 1-2
minor exceptions.
Some references are from
credible sources
3-4 APA formatting errors
Exceeds page limit by 1
page
17
inclusion clearly stated with
relevant rationale
Comprehensive evidence of
program IPE mandate
- educational,
professional, regulatory
Definitive logistical information
provided
Realistic consideration of
activity logistics
High level of strategic planning
evident
Clearly identified and
definitively linked to specifics
and content of activity
Directly relevant and realistic
Evidence of a high level of
analytical thinking and insight
Grammar, syntax and spelling
are correct
Majority of references from
credible sources
0-2 APA formatting errors
Meets page limit or exceeds
page limit by
0.5 page