Interprofessional Education: Building Blocks for Successful Collaboration in the Clinical Setting

Nurse practitioner competencies have emphasized the importance of interprofessional collaborative practice, and the Institute of Medicine (IOM) Future of Nursing Report also calls for interprofessional education (IPE), which has been identified as a solution to challenges in advanced practice nursing education. However, our observation study of interprofessional (IP) preceptors working with NP and medical learners in the clinical setting found that there is a wide range of teaching styles and most have not received faculty development training to best support IPE in the clinical setting, including knowledge of curriculum and roles and responsibilities of the IP learners. Additionally, logistical barriers exist in the clinical environment that prevent effective IPE and collaboration among learners.

An alternative method of meeting IPE competencies include bringing learners together prior to clinical collaboration, to learn the essential building blocks for effective IP collaboration. Over 500 learners from 5 programs (dentistry, medicine, nursing [MS], pharmacy, and physical therapy) participated in a year-long curriculum (“IPE Days”), with IP learners meeting in small groups (10-12 learners) once per quarter. Focused building blocks include: communication, team building skills, roles and responsibilities, and conflict management. Successes and challenges from the current “IPE Days” have contributed to creation of the next phase, expanding the building blocks to address 5 of the IPEC Competencies, using flipped classroom method with MOOC (massive open online course) and each followed by face-to-face small group sessions for skill building applications.

Additionally, another solution to challenges in APRN clinical education involves service-learning projects that contribute to successful community partnerships. Our projects utilized community-participatory principles, partnered NP students and residents who implemented evidence-based strategies to develop culturally-sensitive injury prevention programs at a local non-profit center serving low income immigrant families. The learners reported having valuable experience in working with both the community partner and with each other. 

Once the learners have completed the building blocks training for IP collaboration, they are better suited to work together in the busy, fast-paced clinical environment, and can best utilize each other’s strengths to improve health outcomes for their patients. Best practices in IPE and faculty development will be discussed further.