Supporting Collaborative Practice
This collection of resources contains teaching and learning resources that help the user support and develop collaborative practice within the practice education environment.
Who is it for? (faculty, health administrators, clinical educators, and students)
What stage of IPE? (i.e. planning, evaluation..)
- This guide and toolkit are intended to facilitate the identification and on-going development of interprofessional collaborative practice and learning environments (ICP & LE) within BC health authorities, and in conjunction with other process/systems, support the placement and quality of learning of students at those sites.
- The identification and on-going development of ICP & LE within health authorities has the potential to realize benefits related to: staff satisfaction and retention; productivity and effectiveness; patient centred care; and ultimately improved health outcomes.
- The appropriate placement of students within ICP & LE provides an opportunity for interprofessional education and can help students achieve their own personal and learning objectives related to collaborative practice.
- Section 1: Linking Learning & Practice
- Foundational concepts of ICP and IPE and an introduction to the model for Practice Site designation as Evolving or Master IP sites.
- Section 2: Accessing Capacity
- An IP criteria checklist for Practice Education sites to assess and gauge their level of ICP and LE as an Evolving or Master IP Site
- Section 3: Strengthening Capacity
- A model, tools and resources to assess, plan, implement & evaluate IP interventions to strengthen capacity for ICP & LE.
- Section 4: Planning for Placement
- Descriptions of IP Practice Education Sites & processes for identifying, requesting & planning an IP placement.
- Section 5: Facilitating IPE
- Tools and Resources to facilitate learning: roles & responsibilities, assessing competency, teaching/learning strategies, evaluation.
Posted in Browse All Resources, Supporting Collaborative Practice |
The individual Teamwork Observation and Feedback Tool (iTOFT) was developed by a partnership of universities in response to the need for a structured means to observe and give feedback to student learners as they took part in an interprofessional teamwork task. Both basic and advanced versions of this tool have been developed and they are both formative assessments. The basic version is intended to assess students in low complexity activities who have little clinical teamwork experience. It includes observable behaviors within the domains of shared decision making and working in a team. The advanced version is for assessing senior students as well as junior health professionals. It includes observable behaviors in the more advanced domains of leaderships and patient safety in addition to the domains of shared decision making and working in a team.
Accompanying the assessment tools are the full project report and resource package. The project report provides an in-depth account of the development process for iTOFT. The resource package outlines best practices for the use of iTOFT by learners, educators, and clinical teachers.
Posted in Browse All Resources, Supporting Collaborative Practice |
This published report summarizes a conference that was held to promote the advancement of interprofessional education. The document provides an overview of the importance of collaborative care and describes its core competencies. It also gives an account of the key learnings of the conference such as factors that advance and restrain interprofessional education. Lastly, it includes action strategies with specific recommendations for how to advance interprofessional education and collaborative care.
Posted in Browse All Resources, Supporting Collaborative Practice |
The Institute for Healthcare Improvement has developed a number of case studies presenting problematic scenarios in the healthcare setting. Their purpose is to demonstrate to learners what changes to healthcare processes can be made in order to promote better outcomes. Each case study has specific learning objectives, discussion questions and corresponding facilitator and student handouts. Although these case studies are primarily focused on medical students and aren’t intrinsically interprofessional, students from other disciplines may find some of them valuable. The IPE Facilitator Guide can be referred to for supplementary strategies to lead case study discussions.
Posted in Browse All Resources, Supporting Collaborative Practice |
The SBAR toolkit on the Institute of Healthcare Improvement website contains a poster, lessons plans, detailed guidelines on the use of the SBAR technique and more.The Situation-Background-Assessment-Recommendation (SBAR) technique is a structured communication model allowing individuals to convey a great deal of information in a succinct and brief manner. This technique is used when asking healthcare team members for help or guidance with a patient care issue. It has been designed to improve listening. The acronym is broken down as follows:
S=Situation (a concise statement of the problem)
B=Background (pertinent and brief information related to the situation)
A=Assessment (analysis and consideration of options – what you found/think)
R=Recommendation (action requested/recommended – what you want)
Posted in Browse All Resources, Supporting Collaborative Practice |
The Interprofessional Collaborator Assessment Rubric (ICAR) developed by the Academic Health Council is intended to be used to assess student competencies in the areas of communication, collaboration, roles and responsibility, team functioning. and conflict management. The rubric can be applied across health care disciplines and in various learning contexts. It was not developed to coincide with a certain year or level of a learner and can be used as a formative or summative assessment. This synopsis handout outlines how the ICAR was developed and it’s reliability.
Posted in Browse All Resources, Supporting Collaborative Practice |
The Interprofessional Capability Assessment Tool (ICAT) is a summative evaluation tool used for interprofessional placements at Curtin University. ICAT assesses key capabilities required for effective interprofessional collaborative practice including: communication, professionalism, collaborative practice, and client-centered service/care. This tool is unique in that it is both a self assessment (student) and staff assessment (fieldwork educators). At the end of a placement, students and staff complete the form separately and then meet to discuss their ratings. The meeting provides an opportunity work through any discrepancies between the student’s self assessment and the staff’s assessment. For detailed information on how to use the ICAT, refer to the Staff and Student Guide for ICAT,
Posted in Browse All Resources, Supporting Collaborative Practice |
This brochure provides information on the Interprofessional Capability Framework developed at Curtin University. The framework provides a model for teaching and assessing the capabilities required to be a collaborative practice-ready health professional. The brochure describes the framework, provides a brief background into the importance of collaborative practice and explores key definitions of this area. This resource also provides specific examples of how an individual demonstrates collaborative practice capabilities.
Posted in Browse All Resources, Supporting Collaborative Practice |
The Collaborative Practice Assessment Tool (CPAT) is an assessment for members of collaborative practice teams. The tool is intended for use in a variety of health care settings with different health care providers to determine professional development needs and the corresponding education.
The CPAT has a survey and open-ended questions. The survey has 56 items in 8 domains: Mission, Meaningful Purpose, Goals; General Relationships; Team Leadership; General Role Responsibilities, Autonomy; Communication and Information Exchange; Community Linkages and Coordination of Care; Decision-making and Conflict Management; and Patient Involvement.
Posted in Browse All Resources, Supporting Collaborative Practice |
The 6 Steps to Creating a Culture of Person and Family Engagement in Health Care is a guide designed for health care practices looking to improve on their person and family engagement. It teaches the six steps that help create a practice culture based on the attitudes, behaviours, practices and norms that reflect collaborative engagement. Practice culture shapes how patients, families and staff experience the office. Person and family engagement culture in an office will lead to better health outcomes. This guide includes a 30-day kick start plan, key long-term changes, tools, and resources.
Posted in Browse All Resources, Supporting Collaborative Practice |