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Working in teams is not a new concept in healthcare, so why the current emphasis? This module explores the rationale for collaborative practice, the evidence to support it, and the organizations driving the change.

Learning Objectives

Upon completion of this module you will have a greater awareness of:

• Why developing skills for collaborative practice is important;
• The evidence to support collaborative practice;
• Resources available for more information about collaborative practice.

Collaborative Practice: The "Why"

Maxfield, D., Grenny, J., McMillan, R., Patterson, K., & Switzler, A. (2005). Silence kills: The seven crucial conversations in healthcare.

This report speaks to the challenges that team members encounter related to communication around conflict and the impact of this challenge on patients and staff.

Lingard, L. (2013). Dr. Lorelei Lingard - Collective Competence, TEDxBayfield. [Video file]. .

This video makes the case for thinking differently about competence in healthcare. Dr. Lingard argues for a shift in emphasis to how practitioners work competently together - within and between teams - and the impact that acting on this shift in thinking can have on care outcomes.

Drivers for Change towards Collaborative Practice: The "Who"

Romanow, R. J. (2002). Building on values: The future of health care in Canada - final report (Report No. C2002-980275-X). .

The Commission for the Future of Health Care in Canada, or the Romanow Commission, investigated the status of healthcare in Canada and made recommendations for change. It is one of the first reports in Canada that highlights the importance of interprofessional education and learning for healthcare professionals. The report identifies interprofessional education as one key focus in building a more efficient healthcare system that meets the needs of Canadians.

World Health Organization, Department of Human Resources for Health, Health Professions Networks Nursing and Midwifery Office. (2010). Framework for action on interprofessional education and collaborative practice (WHO Publication No. WHO/HRH/HPN/10.3). .

The report identifies the mechanisms that shape successful collaborative teamwork and outlines a series of action items that policy-makers worldwide can apply within their local health system. Users of this global framework are encouraged to adapt it to fit their needs in a local level by: "examining their local context to determine their needs and capabilities; committing to building interprofessional collaboration into new and existing programmes; [and] championing successful initiatives and teams."

¾ÅÐãÖ±²¥ Health. (2012). Collaborative practice and education framework for change. .

And:

¾ÅÐãÖ±²¥ Health. (2012). Collaborative practice and education workplan for change. .

The Framework document aims to align the interprofessional practice work occurring across provinces into a single model with a common set of principles. The Workplan companion document outlines priority actions for government, education partner, professional bodies and service delivery organizations to support collaborative practice.

Drivers for Change towards Interprofessional Education: The "Who"

Canadian Interprofessional Health Collaborative (CIHC), Accreditation of Interprofessional Health Education (AIPHE). (2011). Principles and practices for integrating interprofessional education into the accreditation standards for six health professions in Canada. .

And:

Canadian Interprofessional Health Collaborative (CIHC), Accreditation of Interprofessional Health Education (AIPHE). (2011). Interprofessional health education accreditation standards guide. .

In Canada, the Accreditation of Interprofessional Health Education (AIPHE) initiative has developed principles and standards to ensure that interprofessional education (IPE) standards are integrated into the accreditation programs of participating pre-licensure programs. AIPHE is a national collaborative of eight organizations that accredit pre-licensure education for physical therapy, occupational therapy, pharmacy, social work, nursing, and medicine in Canada.

Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Interprofessional Education Collaborative (IPEC). .

This document presents a set of interprofessional collaborative competencies intended to guide interprofessional education in the US. It is "inspired by a vision of interprofessional collaborative practice as key to the safe, high quality, accessible, patient-centered care desired by all."

Collaborative Practice: The "What" + "How"

Canadian Interprofessional Health Collaborative (CIHC). (2010). A national interprofessional competency framework. .

The CIHC competency framework focuses on the ability to integrate knowledge, skills, attitudes, and values in arriving at judgments in support of interprofessional collaboration.

¾ÅÐãÖ±²¥, Health Sciences Education and Research Commons (HSERC). (2010). Interprofessional learning pathway competency framework. Retrieved from ¾ÅÐãÖ±²¥ website.

The ¾ÅÐãÖ±²¥'s competency framework offers a guide for building interprofessional learning outcomes into classroom and clinical/practical learning experiences. The competency contains four core interprofessional competencies: communication, collaboration, role clarification, and reflection.