Interprofessional capability: A developing framework for interprofessional education

Walsh, Claire; Gordon, M. Frances; Marshall, Michelle; Wilson, Francis A.; Hunt, Tim D.

doi:10.1016/j.nepr.2004.12.004

Cited by 84 publications

(65 citation statements)

References 14 publications

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“…The Combined Universities Interprofessional Learning Unit (CUILU) in the UK has moved away from competencies and has a new focus on capabilities as they better reflect the need to respond and adapt to the changing health care environment (Walsh, Gordon, Marshall & Hunt, 2005). Proposed capabilities for collaborative practice include: ethical practice (e.g., respect for other cultures, values and beliefs, patient and user participation, attention to legal and ethical boundaries), knowledge in practice (e.g., knowledge of legal frameworks, team structures and processes), interprofessional working (e.g., integrated assessment plan, collaboration and communication, sharing of professional knowledge and mentoring), and reflection (e.g.…”

Section: Introductionmentioning

confidence: 99%

Role understanding and effective communication as core competencies for collaborative practice

Suter

Arndt

Arthur

et al. 2009

Journal of Interprofessional Care

558

344

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The ability to work with professionals from other disciplines to deliver collaborative, patient-centred care is considered a critical element of professional practice requiring a specific set of competencies. However, a generally accepted framework for collaborative competencies is missing, which makes consistent preparation of students and staff challenging. Some authors have argued that there is a lack of conceptual clarity of the "active ingredients" of collaboration relating to quality of care and patient outcomes, which may be at the root of the competencies issue. As part of a large Health Canada funded study focused on interprofessional education and collaborative practice, our goal was to understand the competencies for collaborative practice that are considered most relevant by health professionals working at the front line. Interview participants comprised 60 health care providers from various disciplines. Understanding and appreciating professional roles and responsibilities and communicating effectively emerged as the two perceived core competencies for patient-centred collaborative practice. For both competencies there is evidence of a link to positive patient and provider outcomes. We suggest that these two competencies should be the primary focus of student and staff education aimed at increasing collaborative practice skills.

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Section: Introductionmentioning

confidence: 99%

Role understanding and effective communication as core competencies for collaborative practice

Suter

Arndt

Arthur

et al. 2009

Journal of Interprofessional Care

558

344

View full text Add to dashboard Cite

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“…Fraser & Greenhalgh (2001) suggest that capability is more than competence, extending the focus of learning to encompass the processes to build individuals' ability to adapt and generate new ideas to improve their performance. Performing capabilities addresses the complexity of being a health professional and takes into account real-life workforce contexts (Walsh, Gordon Frances, Marshall, Wilson, & Hunt, 2005). Competencies, which measure performance of a task, are restrictive for students who want to learn about interprofessional working .…”

Section: Discussionmentioning

confidence: 99%

Developing an interprofessional capability framework for teaching healthcare students in a primary healthcare setting

Gum

Lloyd

Lawn

et al. 2013

Journal of Interprofessional Care

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This article is based on a partnership between a primary health service and a university whose shared goal was to prepare students and graduates for interprofessional practice (IPP). This collaborative process led to the development of consensus on an interprofessional capability framework. An action research methodology was adopted to study the development and progress of the partnership between university and health service providers. The initial aim was to understand their perceptions of IPP. Following this, the findings and draft capabilities were presented back to the groups. Finalisation of the capabilities took place with shared discussion and debate on how to implement them in the primary care setting. Several ideas and strategies were generated as to how to prepare effective interprofessional learning experiences for students in both environments (university and primary health care setting). Extensive stakeholder consultation from healthcare providers and educators has produced a framework, which incorporates the shared views and understandings, and can therefore be widely used in both settings. Development of a framework of capabilities for IPP, through a collaborative process, is a useful strategy for achieving agreement. Such a framework can guide curriculum for use in university and health service settings to assist incorporation of interprofessional capabilities into students' learning and practice.

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“…In North America the research has focussed on an outcomes based competency models, for example, the Canadian Interprofessional Health Collaborative, Interprofessional Competency Framework defines learning outcomes under the following domain headings, i) role clarification, ii) team functioning, iii) interprofessional conflict, iv) collaborative leadership and v) service/family/community centred care (CIHC, 2010). Whereas in the UK, the Sheffield Capability Framework from the Combined Universities Interprofessional Learning Unit (CUILU) considered what students need to learn in order to become capable and effective collaborative practitioners (Walsh et al, 2005). The core domains framework of capability are described as, i) ethical practice; ii) knowledge in 3 practice; iii) interprofessional working and iv) reflection.…”

Section: Introductionmentioning

confidence: 99%

Learning to be interprofessional through the use of reflective portfolios?

Domaç

Anderson

Smith

2016

Social Work Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. of this research suggest that qualifying students were largely capable of reflecting on their development of interprofessional competence after attending specific interprofessional learning events, which were part of a wider programme. Social work students found reflective writing difficult, although this improved over time. In particular students struggled to write about skills and attitudes. Students perceived the portfolio to be a good way to assess their progress and believed this helped them to engage with their learning and make meaning through reflection and analysis.They appreciated that interprofessional learning and feedback from their assessments had advanced their abilities for self-analysis; despite needing help with reflective writing, they felt better prepared for on-going use of reflection in their professional development, and in 'working together'.2

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Interprofessional capability: A developing framework for interprofessional education

Cited by 84 publications

References 14 publications

Role understanding and effective communication as core competencies for collaborative practice

Role understanding and effective communication as core competencies for collaborative practice

Developing an interprofessional capability framework for teaching healthcare students in a primary healthcare setting

Learning to be interprofessional through the use of reflective portfolios?

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