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.
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.
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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.
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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.
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The Interprofessional Practice Education Guide is a useful resource for educators who wish to incorporate interprofessional experiences during a student’s practice education setting. The guide consists of an introduction to interprofessional education & its competencies, things to consider when running interprofessional education sessions, and a list of different education activities that students can be involved in on site.
Posted in Browse All Resources, Clinical Educator, Collaborative Practice |
The iOSTE is a useful set of resources for clinical educators that are facilitating a group of interprofessional students, providing preceptorship to an interprofessional student team, and evaluating the team’s communication and patient care capacities. The iOSTE consists of a Facilitator Guide, Facilitator Preceptor Instructions, Standardized Student Guide, Team Observation Form, Evaluation Rubric, and Debriefing Facilitator Guide.
The Facilitator Guide provides suggested actions and scripts to use in the three scenarios. The Facilitator Preceptor Instructions provides the schedule, timeline, and information to prepare for each scenario. The Standardized Student Guide provides each scenarios’ instruction to students and their respective roles. The Team Observation Form is for the preceptor to assess the students on their IP patient-centered communication, IP team-based communication, and care plan. The Evaluation Rubric is for students to assess the preceptor’s behavior. The Debriefing Facilitator Guide consists of reflection questions for the faculty preceptor to give student learners to reflect on their IP experience.
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The BCCH CAPE Tool is a useful tool for both students and clinical educators/practitioners who wish to reflect on and gain an understanding of their current level of comfort and ability to engage in the different interprofessional collaboration competencies.
It is a tool based on the CIHC National Competency Framework. The tool consists of a rubric that allows for individual reflection on each of the different subcomponents under the six different CIHC competencies; it is self-assessed based on a 4-point-scale. It also outlines a series of reflection questions/points for self-reflection or discussion, with regards to the different interprofessional competencies. The completion of the self-assessment will allow the user to reflect on their areas of strength and development, to help serve as a guide for further improvement in their interprofessional collaborative competencies.
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The Team Effectiveness Tool is a useful assessment tool for healthcare teams wanting to periodically assess their development/improvement as an interprofessional body. Periodic completion of the tool will allow for evaluation of the team’s progress over time and provide direction for further changes, as the collected responses can be discussed for interpretation and future planning.
The assessment criteria includes six key elements (team purpose and vision, roles, communication, service delivery, team support, and partnerships), which is assessed out of a 7-point Likert Scale; room for comments is provided.
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The Collaborative Care Alliance Guides v 4.0 consists of three guides: Collaborative Care TEAMDFINDER (CCTF), Collaborative Care Activation Inventory (CCAI), and Collaborative Care Resource Inventory (CCAI). The CCTF is a self-assessment tool for care teams to recognize their patients, settings, and team roles & connections. The CCAI is a self-assessment tool for care teams to recognize and strengthen the characteristics of the work environment that help collaborative care emerge. The CCRI is a discussion tool for care teams to recognize different contextual resources that are useful in the collaborative care environment; care teams discuss these resources to learn about each role’s perspective.
Posted in Browse All Resources, Collaborative Practice, Collaborative Practice for Primary Care |
Activity #3 – Participation in a Team Meeting is a useful guide for learners (students) that engage in team meetings during their clinical placement. Students are provided with learning objectives, prior considerations, and reflective questions.
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Activity #2 – Shadowing a Patient is a useful guide for learners that are shadowing a team member during their clinical placement. Students are provided with learning objectives, suggested interview questions, and reflection questions once they have arranged their opportunity to shadow another profession.
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