Evaluative Criteria for Accreditation of Education Programs for the Preparation of Physical Therapists (Adopted October 26, 2004 and effective January 1, 2006; revised 5/07, 10/07, 4/09, 10/09, 4/10, 5/11, 11/11, 11/12, 11/13; 8/14)
- Provision of care is a collaborative process that requires recognition of the essential roles of the individual, families, insurers/payers, other consumers of physical therapy services, and other health care practitioners.
(From The Profession and the Practice, p. iii.)
- Contributes to the critical analysis and review of knowledge within disciplines or the creative synthesis of insights contained in different disciplines or fields of study
(Scholarship of Integration)
- Includes works that interface between physical therapy and a variety of disciplines
- Reports of interdisciplinary programs or service projects
- Interdisciplinary grant awards
(From Characteristics of Scholarship, p. ix)
- Each core faculty member has a well-defined, ongoing scholarly agenda that reflects contributions to: (1) the development or creation of new knowledge, OR (2) the critical analysis and review of knowledge within disciplines or the creative synthesis of insights contained in different disciplines or fields of study, (From PT Evaluative Criteria, p. 10)
- CC-4. The physical therapist professional curriculum includes clinical education experiences for each student that encompass: d) Opportunities for involvement in interdisciplinary care; (From PT Evaluative Criteria, p. 30)
- Professional Practice Expectation: Communication CC-5.17 Expressively and receptively communicate in a culturally competent manner with patients/clients, family members, caregivers, practitioners, interdisciplinary team members, consumers, payers, and policymakers. (From PT Evaluative Criteria, p. 32)
- Patient/Client Management Expectation: Plan of Care CC-5.34 Collaborate with patients/clients, family members, payers, other professionals, and other individuals to determine a plan of care that is acceptable, realistic, culturally competent, and patient-centered. (From PT Evaluative Criteria, p. 34)
Department of Allied Health Sciences – Professional Program Accreditation Language specific to IPE
- Dietetic – IPE Accreditation Language
Demonstrate active participation, teamwork and contributions in group settings.
CRD 2.6: Assign patient care activities to DTRs and/or support personnel as appropriate (Note: In completing the task, students/interns should consider the needs of the patient/client or situation, the ability of support personnel, jurisdictional law, practice guidelines and policies within the facility.)
CRD 2.7: Refer clients and patients to other professionals and services when needs are beyond individual scope of practice
CRD 2.10: Establish collaborative relationships with other health professionals and support personnel to deliver effective nutrition services (Note: Other health professional include physicians, nurses, pharmacists, etc.)Interdisciplinary Learning Activities:
Opportunities for students or interns to participate in interdisciplinary learning activities (CP/ICP/DI 2.3.5; DPD 2.2.4; DTP 2.2.4)
Opportunities for students or interns to develop collaboration and skills. (CP/ICP/DI 2.3.6; DPD 2.2.5; DTP 2.2.5)
- Clinical lab sciences (MLS and DGS) – IPE Accreditation language
- Communications sufficient to serve the needs of patients, the public, and members of the health care team
- Principles and practices of administration and supervision as applied to clinical laboratory science
- Educational methodologies and terminology sufficient to train/educate users and provides of laboratory services
- Principles and practices of clinical study design, implementation and dissemination of results
There are two CODA standards that are related to IPE:
Standard 1-9: The dental school must show evidence of interaction with other components of the higher education, health care education and/or health care delivery systems.
Description/Intent: describe all interactions with other components of the higher education, health care education and/or health care delivery systems, including student, faculty and administrative interaction; specifically address teaching, clinical learning and research.
Supportive documentation: includes list of student inter-professional didactic and clinical instruction/rotations/assignments
Standard 2-19: Graduates must be competent in communicating and collaborating with other members of the health care team to facilitate the provision of health care.
Intent: students should understand the roles of members of the health care team and have educational experiences, particularly clinical experiences, that involve working with other healthcare professional students and practitioners. Students should have educational experiences in which they coordinate patient care within the health care system relevant to dentistry.
Description: describe how students interact and collaborate with other health care providers, including but not limited to primary care physicians, nurses and medical students; public health care providers; nursing home care providers; pharmacists and other allied health personnel; social workers. Describe any clinical experiences students have outside of dental school clinics where medical care or long term care is the focus. Describe how the student is assessed for communication and/or collaboration.
Supportive documentation: student assessment forms which assess ability to identify that consultation is required, ability to articulate reason for interaction, ability to integrate recommended medical tx into dental tx plan; list of extramural sites where interaction and collaboration takes place; course syllabi; student case reports, journals or reflections of interprofessional experiences.
BS Nursing Core IPE Essentials
Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health Outcomes
Effective communication and collaboration among health professionals is imperative to providing patient-centered care. All health professions are challenged to educate future clinicians to deliver patient-centered care as members of an interprofessional team, emphasizing communication, evidence based practice, quality improvement approaches, and informatics (IOM, 2003a). Interprofessional education is defined as interactive educational activities involving two or more professions that foster collaboration to improve patient care (Freeth, Hammick, Koppel, & Reeves, 2002). Teamwork among healthcare professionals is associated with delivering high quality and safe patient care (Barnsteiner, Disch, Hall, Mayer, & Moore, 2007). Collaboration is based on the complementarities of roles and the understanding of these roles by the members of the healthcare teams.
Interprofessional education enables the baccalaureate graduate to enter the workplace with baseline competencies and confidence for interactions and with communication skills that will improve practice, thus yielding better patient outcomes. Interprofessional education can occur in a variety of settings. An essential component for the establishment of collegial relationships is recognition of the unique discipline-specific practice spheres.
Fundamental to effective interprofessional and intraprofessional collaboration is a definition of shared goals; clear role expectations of members; a flexible decision making process; and the establishment of open communication patterns and leadership. Thus, interprofessional education optimizes opportunities for the development of respect and trust for other members of the healthcare team.
The baccalaureate program prepares the graduate to:
- Compare/contrast the roles and perspectives of the nursing profession with other
- Care professionals on the healthcare team (i.e., scope of discipline, education and licensure requirements).
- Use inter and intraprofessional communication and collaborative skills to deliver
- Evidence-based, patient-centered care.
- Incorporate effective communication techniques, including negotiation and conflict resolution to produce positive professional working relationships.
- Contribute the unique nursing perspective to interprofessional teams to optimize patient outcomes.
- Demonstrate appropriate team building and collaborative strategies when working with interprofessional teams.
- Advocate for high quality and safe patient care as a member of the interprofessional team.
- interprofessional and intraprofessional communication, collaboration, and socialization, with consideration of principles related to communication with diverse cultures
- teamwork/concepts of teambuilding/cooperative learning
- professional roles, knowledge translation, role boundaries, and diverse disciplinary perspectives
- relationship building
- navigating complex systems, system facilitation
- interdependence and resource sharing of healthcare professions
- individual accountability/shared accountability
- ethical codes and core values of different healthcare professions
- scopes of practice
- conflict management, conflict resolution strategies, and negotiation
- group dynamics
- principles of referral process for specialized services
- participatory decision making
MS Nursing Core IPE Essentials
Essential VII: Interprofessional Collaboration for Improving Patient and Population Health Outcomes
In a redesigned health system a greater emphasis will be placed on cooperation, communication, and collaboration among all health professionals in order to integrate care in teams and ensure that care is continuous and reliable. Therefore, an expert panel at the Institute of Medicine (IOM) identified working in interdisciplinary teams as one of the five core competencies for all health professionals (IOM, 2003).
Interprofessional collaboration is critical for achieving clinical prevention and health promotion goals in order to improve patient and population health outcomes (APTR, 2008; 2009). Interprofessional practice is critical for improving patient care outcomes and, therefore, a key component of health professional education and lifelong learning (American Association of Colleges of Nursing & the Association of American Medical Colleges, 2010).
The IOM also recognized the need for care providers to demonstrate a greater awareness to “patient values, preferences, and cultural values,” consistent with the Healthy People 2010 goal of achieving health equity through interprofessional approaches (USHHS, 2000). In this context, knowledge of broad determinants of health will enable the master’s graduate to succeed as a patient advocate, cultural and systems broker, and to lead and coordinate interprofessional teams across care environments in order to reduce barriers, facilitate access to care, and improve health outcomes. Successfully leading these teams is achieved through skill development and demonstrating effective communication, planning, and implementation of care directly with other healthcare professionals (AACN, 2007).
Improving patient and population health outcomes is contingent on both horizontal and vertical health delivery systems that integrate research and clinical expertise to provide patient-centered care. Inherently the systems must include patients’ expressed values, needs, and preferences for shared decision making and management of their care.
As members and leaders of interprofessional teams, the master’s-prepared nurse will actively communicate, collaborate, and consult with other health professionals to manage and coordinate care across systems.
The master’s degree program prepares the graduate to:
- Advocate for the value and role of the professional nurse as member and leader of interprofessional healthcare teams.
- Understand other health professions’ scopes of practice to maximize contributions within the healthcare team.
- Employ collaborative strategies in the design, coordination, and evaluation of patient-centered care.
- Use effective communication strategies to develop, participate, and lead interprofessional teams and partnerships.
- Mentor and coach new and experienced nurses and other members of the healthcare team.
- Functions as an effective group leader or member based on an in-depth understanding of team dynamics and group processes.
- Scopes of practice for nursing and other professions
- Differing world views among healthcare team members
- Concepts of communication, collaboration, and coordination
- Conflict management strategies and principles of negotiation
- Organizational processes to enhance communication
- Types of teams and team roles
- Stages of team development
- Diversity of teams
- Cultural diversity
- Patient-centered care
- Change theories
- Multiple-intelligence theory
- Group dynamics
- Power structures
- Health-work environments
Standard 7: Curricular Content
7.9 Interprofessional Collaborative Skills
The faculty of a medical school ensure that the core curriculum of the medical education program prepares medical students to function collaboratively on health care teams that include health professionals from other disciplines as they provide coordinated services to patients. These curricular experiences include practitioners and/or students from the other health professions.
Standard 11: Interprofessional Education (IPE)
The curriculum prepares all students to provide entry-level, patient-centered care in a variety of practice settings as a contributing member of an interprofessional team. In the aggregate, team exposure includes prescribers as well as other healthcare professionals.
11.1. Interprofessional team dynamics – All students demonstrate competence in interprofessional team dynamics, including articulating the values and ethics that underpin interprofessional practice, engaging in effective interprofessional communication, including conflict resolution and documentation skills, and honoring interprofessional roles and responsibilities. Interprofessional team dynamics are introduced, reinforced, and practiced in the didactic and Introductory Pharmacy Practice Experience (IPPE) components of the curriculum, and competency is demonstrated in Advanced Pharmacy Practice Experience (APPE) practice settings.
11.2. Interprofessional team education – To advance collaboration and quality of patient care, the didactic and experiential curricula include opportunities for students to learn about, from, and with other members of the interprofessional healthcare team. Through interprofessional education activities, students gain an understanding of the abilities, competencies, and scope of practice of team members. Some, but not all, of these educational activities may be simulations.
11.3. Interprofessional team practice – All students competently participate as a healthcare team member in providing direct patient care and engaging in shared therapeutic decision-making. They participate in experiential educational activities with prescribers/student prescribers and other student/professional healthcare team members, including face-to-face interactions that are designed to advance interprofessional team effectiveness.
Standards set by the Commission on Accreditation of Athletic Training Education
#44. Students must interact with other medical and health care personnel.
# 50. Students must gain clinical education experiences that address the continuum of care that would prepare a student to function in a variety of settings with patients engaged in a range of activities with conditions described in athletic training knowledge, skills and clinical abilities, Role Delineation Study/Practice Analysis and standards of practice delineated for an athletic trainer in the profession. Examples of clinical experiences must include, but should not be limited to: Individual and team sports; Sports requiring protective equipment (e.g., helmet and shoulder pads); Patients of different sexes; Non-sport patient populations (e.g., outpatient clinic, emergency room, primary care office, industrial, performing arts, military); A variety of conditions other than orthopedics (e.g., primary care, internal medicine, dermatology).
Speech-Language Pathology and Audiology
Speech, Language, and Hearing Sciences specific strategic plan goals 2016-2021: Embed principles of IPP/IPE into the curriculum 12.a. SLHS clinical faculty will implement IPE programs with other departments. Faculty CAA Annual Report notation regarding new IPE collaborations 12.b. SLHS will initiate discussion with other departments to define opportunities for either IPP or IPE. Faculty Meeting minutes 12.c. SLHS will investigate a business concentration for students pursuing private practice. Faculty A report on the strategy is presented to the faculty and recorded in faculty meeting minutes.