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Harrison E1, Grymonpre R2, Arain M3, Bainbridge L4, Suter E5, Deutschlander S3, Mickelson G6
1University of Saskatchewan, School of Rehabilitation Science, Saskatoon, Canada, 2University of Manitoba, College of Pharmacy, Winnipeg, Canada, 3Alberta Health Services, Calgary, Canada, 4UBC, Vancouver, Canada, 5University of Calgary, Calgary, Canada, 6Provincial Health Services Authority (Retired), Vancouver, Canada
Background: Over the past decade research and consensus exercises on interprofessional
education (IPE) frameworks have informed interprofessional collaboration (IPC) terminology, principles and theories. Six Interprofessional (IP) domains have been defined by the Canadian Interprofessional Health Collaborative (CIHC) to direct IPC competency development. Resources are still needed to support educators to meet the demand for teaching IPC as a core competency among Canadian educated and internationally educated entry-level health care practitioners. The Canadian health and education sectors are committed to ensuring that all health practitioners are appropriately prepared to work in professionally and culturally diverse health care teams.
Purpose: The goals of this project were to investigate requirements for entry to practice IPC competencies for Canadian health professions; determine gaps in existing Canadian IPC educational resources; and engage stakeholders in design and testing of an IPC on-line resource for internationally educated health professionals.
Methods: The project included an analysis of profession specific entry to practice competency
documents and licensing exam blueprints. The research team performed a web-based scan of existing IP learning resources in Canada (Arain 2017). Using an integrated knowledge translation framework, the team developed a stakeholder map, invited key individuals to inform the development of the online modules and to participate in validating content through face to face meetings and surveys. Repeated feedback from stakeholders and learners was used to revise the content and format of the on-line IPC modules. The IPC modules were evaluated by internationally educated health professional learners at the final stage of the project to ensure cultural content, feasibility, acceptability and relevance.
Results: The document analysis for selected health professions (nursing, family medicine,occupational therapy, pharmacy, and physical therapy) identified that each of the 6 CIHC IP competencies were addressed and/or examined. Analysis of existing IPC resources and/or courses identified that there was no comprehensive resource available for internationally educated health care professionals. The on-line modules were grounded in the six CIHC domains including: interprofessional communication, client-centred care, role clarification, team functioning, collaborative leadership and interprofessional conflict resolution. The newly developed modules included: an Introduction to IPC as a key component of health care practice; a pre- and post-assessment of learners´ perceived confidence in mastering each IPC domain; and six 1-hour modules (one module per domain). The modules are available on various Canadian provincial websites.
Conclusion(s): The set of on-line modules is considered relevant, feasible and acceptable to a range of health professionals who want to improve their entry-to-practice IPC competencies. The iterative design process used an integrated knowledge translation approach with stakeholders and learners validating the content and format. The modules complement existing resources and provide a comprehensive introduction to IPC.
Implications: The modules can be accessed without charge at: http://iehpcollaborativepracticesk.ca/
by any learner or educator interested in advancing IPC competencies. Future work should evaluate whether on-line toolkits for advancing IPC competencies promote effective IPC and patient-centred care.
Keywords: Interprofessional, On-Line Modules, Competencies
Funding acknowledgements: Western and Northern Health Human Resource Forum and member jurisdictions, Health Canada, Primary Investigator Dr. Ruby Grymonpre
education (IPE) frameworks have informed interprofessional collaboration (IPC) terminology, principles and theories. Six Interprofessional (IP) domains have been defined by the Canadian Interprofessional Health Collaborative (CIHC) to direct IPC competency development. Resources are still needed to support educators to meet the demand for teaching IPC as a core competency among Canadian educated and internationally educated entry-level health care practitioners. The Canadian health and education sectors are committed to ensuring that all health practitioners are appropriately prepared to work in professionally and culturally diverse health care teams.
Purpose: The goals of this project were to investigate requirements for entry to practice IPC competencies for Canadian health professions; determine gaps in existing Canadian IPC educational resources; and engage stakeholders in design and testing of an IPC on-line resource for internationally educated health professionals.
Methods: The project included an analysis of profession specific entry to practice competency
documents and licensing exam blueprints. The research team performed a web-based scan of existing IP learning resources in Canada (Arain 2017). Using an integrated knowledge translation framework, the team developed a stakeholder map, invited key individuals to inform the development of the online modules and to participate in validating content through face to face meetings and surveys. Repeated feedback from stakeholders and learners was used to revise the content and format of the on-line IPC modules. The IPC modules were evaluated by internationally educated health professional learners at the final stage of the project to ensure cultural content, feasibility, acceptability and relevance.
Results: The document analysis for selected health professions (nursing, family medicine,occupational therapy, pharmacy, and physical therapy) identified that each of the 6 CIHC IP competencies were addressed and/or examined. Analysis of existing IPC resources and/or courses identified that there was no comprehensive resource available for internationally educated health care professionals. The on-line modules were grounded in the six CIHC domains including: interprofessional communication, client-centred care, role clarification, team functioning, collaborative leadership and interprofessional conflict resolution. The newly developed modules included: an Introduction to IPC as a key component of health care practice; a pre- and post-assessment of learners´ perceived confidence in mastering each IPC domain; and six 1-hour modules (one module per domain). The modules are available on various Canadian provincial websites.
Conclusion(s): The set of on-line modules is considered relevant, feasible and acceptable to a range of health professionals who want to improve their entry-to-practice IPC competencies. The iterative design process used an integrated knowledge translation approach with stakeholders and learners validating the content and format. The modules complement existing resources and provide a comprehensive introduction to IPC.
Implications: The modules can be accessed without charge at: http://iehpcollaborativepracticesk.ca/
by any learner or educator interested in advancing IPC competencies. Future work should evaluate whether on-line toolkits for advancing IPC competencies promote effective IPC and patient-centred care.
Keywords: Interprofessional, On-Line Modules, Competencies
Funding acknowledgements: Western and Northern Health Human Resource Forum and member jurisdictions, Health Canada, Primary Investigator Dr. Ruby Grymonpre
Topic: Education; Professional issues; Information management, technology & big data
Ethics approval required: Yes
Institution: U. Manitoba; U Calgary
Ethics committee: U. Manitoba HREB; U of Calgary Conjoint HREB
Ethics number: HS 18523 #H2015.091 and U of Calgary REB1502401
All authors, affiliations and abstracts have been published as submitted.
