Reflecting on one's personal narrative can expose language that unwittingly expresses bias. As healthcare providers, unpacking one's narrative can promote more equitable interprofessional communication and patient care. This article describes an interactive workshop at the 2023 National Academies of Practice (NAP) Annual Meeting and Forum, where participants wrote and reflected on their personal narratives to identify bias, hierarchies, and positionality. Use of equity-focused language to empower an inclusive interprofessional healthcare culture and strategies for promoting access, removing structural barriers to care, and enabling anti-racist behaviors were explored. Workshop synthesis occurred using an innovative “fishbowl” discussion to enable feedback and identify themes, barriers, and facilitators. Program evaluation showed high participant satisfaction (4.73/5). Used as a curricular resource, this approach outlines an effective framework for engaging participants in writing, reflection, and dialogue to promote equitable, accessible, and collaborative healthcare.

Background: This article focuses on a growing, global recognition of the importance of the field of interprofessional education for person-centered collaborative practice (IPECP) expressed through high-level policy and accreditation decisions/actions taking place in 5 countries. Policy decisions are used to motivate strategies related to IPECP that align with national health plans, and workforce issues. Methods: Using a collective of representative stories from around the globe, a grouping of case studies were developed to illustrate different approaches and challenges to IPECP implementation. Results: Institutions from countries of various income levels face many similar challenges in the execution, delivery, and sustainability of IPECP. All programs face issues of financing, of preparing faculty, of developing and organizing curricula, and of bridging between campus and community. Discussion: Policies are being developed that promote a global approach to the inclusion of IPECP in the accreditation and regulation of postsecondary institutions and health service organizations, in keeping with WHO National Health Workforce Accounts. Policies developed promote and demonstrate the benefits of IPECP through remote emergency learning methods. The policies also build national systems for IPECP as an integral part of continuing professional development and lifelong learning. The organization of interprofessional research programs and the increasing publication of their results of such programs will lead to a clearer understanding of the efficacy of the field of IPECP. To ensure sustainability, stakeholders and policymakers should continue to foster policies that facilitate IPECP.

The importance of interprofessional collaborative practice has come into focus over the past decade as coordination and delivery of health care becomes increasingly complex. The need for students to acquire collaboration-building skills to prepare them to work effectively within diverse healthcare teams to improve patient outcomes is a goal of interprofessional education (IPE). Accrediting bodies across healthcare professions require IPE as part of a robust curriculum to build collaborative skill sets and create a practice ready workforce. To respond to this need, an online healthcare program developed an innovative model for student collaboration across professions and institutions through a virtual interprofessional education (VIPE) program. The VIPE model aims to simulate clinical practice via an asynchronous and synchronous pedagogical approach that combines PBL/CBL with psychological safety. VIPE demonstrated statistically significant gains in knowledge and positive attitudes toward interprofessional collaborative practice as a result of participation in the VIPE program. During COVID-19, the demand for high quality IPE for health professions' students in virtual settings has grown, VIPE has the potential to be a solution for this. VIPE requires a dedicated committee and technical lead. Further research could involve longitudinal studies and nonaggregate models.

The COVID-19 pandemic amplified the egregious disproportionate burden of disease based on race, ethnicity, and failure of organizations to address structural racism. This paper describes a journey by members of the National Academies of Practice (NAP) who came together to address diversity, equity, and inclusion (DEI). Through collaborative efforts, a virtual, interactive workshop was designed and delivered at NAP's 2021 Virtual Forum to facilitate discussions about DEI priorities across professions and to initiate a sustainable action plan toward achieving inclusive excellence. Resulting discoveries and reflections led us to the essential question: can we truly become an anti-racist interprofessional healthcare organization?

Purpose: Interprofessional collaboration improves health outcomes, enhances health care satisfaction, and facilitates more effective use of resources. Interprofessional collaborators increasingly understand and value other professions. A.T. Still University provides students from multiple programs with opportunities to develop interprofessional collaboration skills. This research note presents details of one such interprofessional education (IPE) opportunity, a collaborative case. Audiology was part of this case in two ways: Audiologic details of the simulated patient were provided to all students, and audiology students participated in the experience. The results of this involvement are reported. This research note is primarily descriptive in nature; however, the question of whether students viewed their interprofessional competencies as improving following the IPE experience was explored using a validated self-report tool, the Interprofessional Collaborative Competency Attainment Survey (ICCAS). Method: A total of 23 students completed the ICCAS. Additionally, student case presentations were reviewed and audiology-based recommendations were tallied. Results: Highly significant differences (p ≤ .01) for all 20 items on the ICCAS were observed for differences in self-assessed interprofessional skills knowledge. All but one of the 12 teams made specific recommendations regarding the communication needs of the patient. Conclusions: Students viewed their own competencies related to interprofessional collaboration as improved following the collaborative case experience. Overall, the collaborative case experience was effective in providing students with the opportunity to develop a breadth of skills needed for interprofessional collaboration. Providing audiologic information in the case history prompted all but one team to consider patient communication needs.

BACKGROUND:Interagency collaboration between community and school settings is one mechanism to serve the complex needs of pediatric patients with autism spectrum disorder (ASD).PURPOSE:We surveyed a national sample of community-based providers to examine their perspectives on interagency collaboration with school-based providers when serving pediatric patients with ASD.METHOD:Medical and behavioral/mental health professionals practicing in community settings were recruited. Participants (N = 116) completed an online survey about their interagency collaboration experiences with schools.RESULTS:The majority of the sample reported engaging in interagency collaboration with school-based providers; however, the frequency was limited and was associated with the number of years working in the field. Community-based providers wanted more didactic and hands-on experiences in collaboration. Barriers and facilitators were related to schools' administration, school personnels' training in ASD, information exchange, and delineating between identification systems.DISCUSSION AND CONCLUSION:Our findings highlight the importance of leadership support and the need for innovative training experiences to support school-community interagency collaboration.

KEYWORDS: Health care resilienceindividual resilienceteam resilienceorganizational resiliencesystem resilienceinterprofessional educationinterprofessional collaboration

The importance of integrating interprofessional collaboration in both healthcare education and delivery is well documented. Interprofessional education and collaborative practice (IPECP) has been identified as a potential route to achieve the ‘quadruple aim’ through enhancing collaboration and teamwork among professionals, patients and families. Over the last decade, the number of articles addressing IPECP within the literature has grown significantly, as has the global IPECP representation. While the quality of IPECP evaluative research studies has improved over the years, there is still much to be achieved. According to the InterprofessionalResearch.Global (IPR.Global) Discussion Paper, “the research agenda for IPECP should elevate the process of enquiry by shifting focus from that of program- or project-specific level interrogation to determining the impact of IPECP.”

According to the Framework for Action on Interprofessional Education and Collaborative Practice, the World Health Organization recognizes interprofessional collaboration in education and practice as an innovative strategy that will play an important role in mitigating the global health crisis. The purpose of this policy action article is to synthesize and provide background and useful, practical recommendations for how local change agents can design and deliver interprofessional education (IPE) that supports the development of collaboration-ready practitioners who can effectively meet the needs within their local context. The article concludes that now is the time for mass scale planning for phased change in education and practice that starts by building institutional capacity to host sustainable IPE programs and trace their impact on healthcare improvement. The article provides 5 recommendations for regional and global leaders as concrete steps for adoption and implementation in their local communities. The article serves as the beginning point of a toolbox for Academic Training Institutes (and the community in which interprofessional collaboration occurs) to adopt and implement interprofessional standards into their practices, with the intent of moving student-learning from the classroom into the field where patients and the interprofessional team – i.e. clinicians, cleaning personnel, community health workers – are.

Background: Interprofessional student-run clinics (SRCs) serve as valuable settings for interprofessional education but there is a lack of understanding of how these clinics work or the processes and outcomes of interprofessional education within them. Aims: This study addresses this knowledge gap through a realist evaluation of a SRC, developing programme theories that identify and explain participant outcomes. Method: Using a qualitative approach and a single-case study design, clinic documentation were analysed and realist semi-structured interviews conducted with 25 key stakeholders (student leaders, volunteers, and faculty clinicians) within one SRC that ran between June 2015 and February 2016. An analytic induction and framework analysis connected threads of key contexts-mechanisms, and outcomes. Findings: Twenty-four programme theories emerged that explained student and patient experiences. Exposure to different forms and durations of interprofessional work framed three main clinic learning experiences with diverse student outcomes. Equal status among students, facilitated by psychological safety and a shared novice identity, had positive effects. Perceived student inequality, fostered by limited interprofessional engagement and role modelling of hierarchy and professional dominance by faculty clinicians, were negative. Patient contact ensured that students valued their experiences and service colocation facilitated better quality, more holistic, integrated care, and positive patient and system-level outcomes. Discussion and conclusions: A realist approach was successful in uncovering how the interprofessional SRC works and the developed programme theories have potential to support the development and evaluation of SRCs. It is recommended that training be provided for faculty and student leaders on fostering equal status, psychological safety, co- development of interprofessional and professional identities, and role modelling behaviours that can enhance collaborative behaviours. Engineering service integration and colocation is key to achieving positive patient and system outcomes.

Nurse educators internationally are challenged with finding a sufficient number of suitable practice learning experiences for student nurses. This paper reports on a study which aimed to evaluate the utilisation of specialised and highly technical environments (“new” environments) as first practice learning experiences for adult nursing students in the UK. A survey was conducted on 158 first year student nurses who were allocated to either “new” or “old” (those that have been traditionally used) environments. Data analysis was conducted using Mann–Whitney U test and exploratory factor analysis was performed. Results have demonstrated that all environments afford novice nurses the opportunity to observe or practice the essential skills of nursing. In addition, the “new” environments have revealed greater opportunity to observe and practice aspects of practice related to governance of care.This paper concludes that a nursing curriculum which makes clear association between the essential nature of nursing and practice based learning outcomes will help the student to appreciate contemporary nursing practice and to link nursing theory with practice. Further research is required to explain the observation that aspects of practice related to governance are more visible within highly technical areas of practice.