Interprofessionality as the field of interprofessional practice and interprofessional education: an emerging concept.

Faculty of Nursing, University of Montreal, Montreal, Quebec, Canada.
Journal of Interprofessional Care (Impact Factor: 1.36). 06/2005; 19 Suppl 1:8-20. DOI: 10.1080/13561820500081604
Source: PubMed

ABSTRACT This paper proposes a new concept and a frame of reference that should permit the development of a better understanding of a phenomenon that is the development of a cohesive and integrated health care practice among professionals in response to clients' needs. The concept is named "interprofessionality" and aims to draw a clear distinction with another concept, that of interdisciplinarity. The utilization of the concept of interdisciplinarity, which originally concerns the development of integrated knowledge in response to fragmented disciplinary knowledge, has caused some confusion. We need a concept that will specifically concern the development of a cohesive practice among different professionals from the same organization or from different organizations and the factors influencing it. There is no concept that focuses clearly on this field. Interprofessionality concerns the processes and determinants that influence interprofessional education initiatives as well as determinants and processes inherent to interprofessional collaboration. Interprofessionality also involves analysis of the linkages between these two spheres of activity. An attempt to bridge the gap between interprofessional education and interprofessional practice is long overdue; the two fields of inquiry need a common basis for analysis. To this end, we propose a frame of reference, an interprofessional education for collaborative patient-centred practice framework. The framework establishes linkages between the determinants and processes of collaboration at several levels, including links among learners, teachers and professionals (micro level), links at the organizational level between teaching and health organizations (meso level) and links among systems such as political, socio-economic and cultural systems (macro level). Research must play a key role in the development of interprofessionality in order to document these linkages and the results of initiatives as they are proposed and implemented. We also believe that interprofessionality will not be pursued without the requisite political will.

  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Simulation-based education allows experiential learning without risk to patients. Interprofessional education aims to provide opportunities to different professions for learning how to work effectively together. Interprofessional simulation-based education presents many challenges, including the logistics of setting up the session and providing effective feedback to participants with different backgrounds and mental models. This paper aims to provide educators with a series of practical and pedagogical tips for designing, implementing, assessing, and evaluating a successful interprofessional team-based simulation session. The paper is organized in the sequence that an educator might use in developing an interprofessional simulation-based education session. Collectively, this paper provides guidance from determining interprofessional learning objectives and curricular design to program evaluation. With a better understanding of the concepts and pedagogical methods underlying interprofessional education and simulation, educators will be able to create conditions for a unique educational experience where individuals learn with and from other specialties and professions in a controlled, safe environment.
    Medical Teacher 07/2014; · 2.05 Impact Factor
  • [Show abstract] [Hide abstract]
    ABSTRACT: With the ongoing implementation of the Patient Protection and Affordable Care Act (Public Law No: 111–148, March 23, 2010) and its impact on the evolving health care system, this article will focus on 4 broad domains of change that the education and training community in psychology must address to ensure that the next generations of health service psychologists are prepared to not just succeed, but lead those changes in health care. Interprofessionalism, workforce analysis and development (including practice settings), finances (reimbursement, health care cost offset, and advocacy), and professional accountability (including accreditation, competency, evidence-based care, specialization, identity and self-definition, and autonomy) will be discussed. Each domain reflects demands for both affordable care and enhanced accountability in the developing health care system. Recommendations for curricular content and clinical training modifications are offered. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
    Training and Education in Professional Psychology 01/2014; 8(2):83. · 1.58 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: The implementation of a bachelor degree in "Interprofessional Health Care" at the University of Heidelberg, Germany has fostered the need to evaluate the impact of this innovative programme. The Readiness for Interprofessional Learning Scale (RIPLS) was developed by Parsell and Bligh (1999) to assess student's attitudes towards interprofessional education. The RIPLS consists of 19 items and four subscales were identified by McFadyen McFadyen (J Interprof Care 19:595-603, 2005): "teamwork and collaboration", "negative professional identity", "positive professional identity" and "roles and responsibilities". The RIPLS has been translated into a number of languages and used in a variety of different educational settings. A German version of the RIPLS was not available. Aim of the study was the translation of the RIPLS into German and testing of internal consistency.
    BMC Medical Education 07/2014; 14(1):145. · 1.41 Impact Factor

Full-text (2 Sources)

Available from
May 21, 2014