A Customizable Curriculum Design for Interprofessional Education in Health ProfessionsClassroom-Based Instruction Working Group

Release Date: September 2020

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Tennessee Interprofessional Practice and Education Consortium

This document may be reproduced and distributed without permission for non-commercial educational purposes, provided that attribution is clearly stated. To request permission for any other use, contact Tara J. Minor at tara.j.minor@vumc.org.

Suggested CitationClassroom-Based Interprofessional Education Working Group. (2020). A Customizable Curriculum Design for Interprofessional Education in Health Professions. Tennessee Interprofessional Practice and Education Consortium.

A Customizable Curriculum Design for Interprofessional Education in Health Professions

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The Tennessee Interprofessional Practice and Education Consortium (TIPEC) is a group of health professionals from academic health science centers who collaborate to improve the health and well-being of the population in Tennessee communities through interprofessional education and practice. One key objective of the state-wide collaboration was to develop a core curriculum that could be utilized by all health care professional schools across the state of Tennessee throughout all years of training. TIPEC members are professional volunteers from academic health science centers who have a common goal of threading IPE throughout their curriculum. This document was prepared by the contributing members of the TIPEC Classroom-Based and Population Health Interprofessional Education Working Groups:

Christine M. Mullins, DNP, APRN, FNP-CAssistant Professor, East Tennessee State University College of NursingNaomi EichornAssistant Professor, School of Communication Sciences and Disorders, University of MemphisNancy Hart, PharmD, BCPSAssociate Professor, University of Tennessee Health Science Center College of PharmacyTara Minor, MAT, MASenior Learning Consultant, Vanderbilt University Medical Center, Department of PediatricsMark StoutenbergAssociate Professor, University of Tennessee at ChattanoogaTyler Reimschisel, MD, MHPE Founding Associate Provost for Interprofessional Education, Research and Collaborative Practice Case Western Reserve University and Cleveland ClinicAlicia Williams, CSACBehavioral Health Educator, Quillen College of Medicine, East Tennessee State University

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Contents

Introduction………………………………………………………………………………….... 5

Getting Started in IPE/IPP………………………………………………………………….. 5

HPAC Guidelines…………………………………………………………………………….. 6

Student Learning Outcomes………………………………………………………………... 8

Use of a Customizable Curriculum Design Document……………………………………………………….10

IPE learning Resources…………………………………………………………………….. 11

Textbooks……………………………………………………………………………………… 11

Conferences………………………………………………………………………………...…. 11

IPE Toolkits…………………………………………………………………………………... 12

Websites………………………………………………………………………………………. 13

Webinars……………………………………………………………………………………... 14

IPE Journals…………………………………………………………………………………....15

IPE Learning Activities for Classroom……………………………………………………….21

IPE Learning Activities for Community Partnerships and Population Health……….. 29

Assessment and Evaluation Tools…………………………………………………………. 33

References…………………………………………………………………………………... 36

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Introduction

Getting Started in IPE/IPP

If you are accessing this document, you are probably exploring approaches for incorporating interprofessional education (IPE) and interprofessional collaborative practice (IPP) at your institution. New initiatives related to IPE/IPP often take faculty, students, and clinicians out of their comfort zone but are well worth the effort! These opportunities prepare our students to deliver more effective and efficient healthcare, avoid errors, and view their professional expertise from a more practical and collaborative perspective that includes other professions, the patient, and the broader community. For those that are new to IPE/IPP, below is a short list of practical steps to consider as you develop interprofessional training experiences at your institution:

Basic steps:1. Reach out: Network with related professional programs in your area. Think broadly and

don’t limit yourself to professions that your students or clinicians already interact with.2. Follow up: Assess general interest and follow up consistently with programs that show

motivation and commitment to getting something off the ground.3. Choose a level: Decide at what point in their training you want students to be engaging

in this interprofessional experience. Try to keep the training level consistent across participants to avoid one group dominating or being perceived as ‘experts.’

4. Start small: A small activity or single learning event can accomplish a lot. These can usually be provided in the absence of significant dedicated funding, can promote enthusiasm, and spark collaborative efforts among faculty and students. Collecting outcome data from these events can also demonstrate effectiveness and support further developments.

5. Break the ice: Icebreaker activities are an important way to help students feel comfortable, venture out of their professional silos, and begin to collaborate in a judgment-free context. These can take many different forms (see IPE Learning Resources > Activities below) and are a fun and effective way to target teamwork and get conversations started. Debriefing after the activity can ease the transition to more focused discussions and activities.

6. Low-hanging fruit: Look for opportunities that are readily available or easily adapted for IPE training. For example, programs with in-house clinics can coordinate cross-disciplinary observations and debriefing sessions with student teams from other programs.

7. Assess outcomes: Find ways to document and demonstrate what students have gained from each activity. There are many available assessment protocols (see IPE Learning Resources > Assessment and Evaluation Tools)... or create your own!

8. Refine: Review student feedback and reflect on the activity. Small tweaks may yield great increases in effectiveness and efficiency.

9. Expand: Seek opportunities to add learning experiences at different points in students’ training. Aim for students to have several opportunities that build upon each other and

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that promote students’ simultaneous development as a member of a distinct profession as well as a member of an interprofessional healthcare team (see Dual Identify - # 5 - in the HPAC guidelines below).

10. Think beyond clinical care: Extend the reach of IPE initiatives by not only targeting competencies linked to clinical care but by forming community partnerships and providing experiences that help students understand issues related to population health and preventative intervention.

HPAC Guidelines

In 2019, the Health Professions Accreditor Collaborative (HPAC) created a guide for developing quality IPE experiences in healthcare training. The HPAC’s guide laid the groundwork for the development of a customizable curriculum design that any health care profession could thread throughout their program.

Before implementing the components of this curriculum, the team highly suggests examining internal and external, human and environmental factors (McHugh, 2013). This is also known as “the frame” (See Table 1). (Keating, 2006).

Table 1.

External Frame Factors Internal Frame Factors

Financial support Faculty buy in

Regulations and accreditation Student buy in

Profession’s support Feasibility

Need for IPE Organization structure

Demographics Resources needed

Political climate Internal economic factors

Health care system need

Characteristics of the setting

Note. Adapted from “Curriculum Design and Evaluation of Program Outcomes,” by M.K. McHugh, 2013, Certified Nurse Educator (CNE) Review Manual, 2nd ed, 11, p. 215-238. Copyright 2013 by Springer Publishing Company.

Several additional considerations are encouraged in deciding what types of IPE experiences to select, as well as when and how to best implement IPE learning activities. These suggestions are based on HPAC guidelines and are also used as a way to describe and categorize individual activities listed in the IPE Learning Resources section below.

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1. Provide opportunities for students to learn about, from, and with each other.

About Learn about the roles and responsibilities, scopes of practice, licensure requirements, and stereotypes related to other professions

From Engage and exchange information with other professions

With Participate in learning activities with students from other health professions

2. Target core IPE competencies described in the Interprofessional Education Collaborative 2016 update.

Values and Ethics (VE) Work with individuals of other professions to maintain a climate of mutual respect and shared values.

Roles and Responsibilities (RR)

Use the knowledge of one’s own role and those of other professions to appropriately assess and address the health care needs of patients and to promote and advance the health of populations.

Interprofessional Communication (CC)

Communicate with patients, families, communities, and professionals in health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease.

Teams and Teamwork (TT)

Apply relationship-building values and principles of team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient/population-centered care and population health programs and policies that are safe, timely, efficient, effective, and equitable.

3. Select learning modalities (in-person, online) that best address objectives of the IPE learning activity and type and level of students involved.

In-Person Case discussions, simulations, service learning, cross-disciplinary clinical observations, clinical rotations

Online Video conferencing, mock electronic health record reviews, interprofessional gaming, online simulations

Blended Students prepare work individually or in groups to prepare for in-class work (e.g., flipped classroom)

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4. Plan longitudinal IPE training that spans different levels of student training.

5. Emphasize simultaneous development of dual identity – emergence of uniprofessional socialization and identity as a member of a distinct profession, as well as identity as a member of an interprofessional team.

6. Develop plans to assess learner outcomes: Scope may include reactions to IPE, changes in perceptions of other professions, acquisition of interprofessional knowledge and skills, and demonstration of collaborative behaviors in learning activities and clinical practice.

Student Learning Outcomes (SLOs)

The four core IPEC competencies provide a useful starting point for building curricula related to IPE and for identifying target outcomes. Instructors may also want to refer to the more specific sub-competencies in developing effective IPE learning activities and preparing course syllabi:

Values/Ethics Sub-competencies: (IPEC, 2016)

VE1.Place interests of patients and populations at center of interprofessional health caredelivery and population health programs and policies, with the goal of promotinghealth and health equity across the life span.VE2. Respect the dignity and privacy of patients while maintaining confidentiality in thedelivery of team-based care.VE3. Embrace the cultural diversity and individual differences that characterize patients,populations, and the health team.VE4 Respect the unique cultures, values, roles/responsibilities, and expertise of otherhealth professions and the impact these factors can have on health outcomes.VE5 Work in cooperation with those who receive care, those who provide care, and otherswho contribute to or support the delivery of prevention and health services andprograms.VE6 Develop a trusting relationship with patients, families, and other team members (CIHC,2010).VE7. Demonstrate high standards of ethical conduct and quality of care in contributions toteam-based care.VE8 Manage ethical dilemmas specific to interprofessional patient/ population centeredcare situations.VE9. Act with honesty and integrity in relationships with patients, families, communities,and other team members.VE10. Maintain competence in one’s own profession appropriate to scope of practice.

Roles/Responsibilities Sub-competencies: (IPEC, 2016)

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RR1. Communicate one’s roles and responsibilities clearly to patients, families, communitymembers, and other professionals.RR2. Recognize one’s limitations in skills, knowledge, and abilities.RR3. Engage diverse professionals who complement one’s own professional expertise, aswell as associated resources, to develop strategies to meet specific health andhealthcare needs of patients and populations.RR4. Explain the roles and responsibilities of other providers and how the team workstogether to provide care, promote health, and prevent disease.RR5. Use the full scope of knowledge, skills, and abilities of professionals from health andother fields to provide care that is safe, timely, efficient, effective, and equitable.RR6. Communicate with team members to clarify each member’s responsibility in executingcomponents of a treatment plan or public health intervention.RR7. Forge interdependent relationships with other professions within and outside of thehealth system to improve care and advance learning.RR8. Engage in continuous professional and interprofessional development to enhanceteam performance and collaboration.RR9. Use unique and complementary abilities of all members of the team to optimize healthand patient care.RR10. Describe how professionals in health and other fields can collaborate andintegrate clinical care and public health interventions to optimize populationHealth.

Interprofessional Communication Sub-competencies: (IPEC, 2016)

CC1. Choose effective communication tools and techniques, including information systemsand communication technologies, to facilitate discussions and interactions thatenhance team function.CC2. Communicate information with patients, families, community members, and healthteam members in a form that is understandable, avoiding discipline-specificterminology when possible.CC3. Express one’s knowledge and opinions to team members involved in patient care andpopulation health improvement with confidence, clarity, and respect, working toensure common understanding of information, treatment, care decisions, andpopulation health programs and policies.CC4. Listen actively, and encourage ideas and opinions of other team members.CC5. Give timely, sensitive, instructive feedback to others about their performance on theteam, responding respectfully as a team member to feedback from others.CC6. Use respectful language appropriate for a given difficult situation, crucial conversation,or conflict.CC7. Recognize how one’s uniqueness (experience level, expertise, culture, power, andhierarchy within the health team) contributes to effective communication, conflictresolution, and positive interprofessional working relationships (University of Toronto,2008).CC8. Communicate the importance of teamwork in patient-centered care and population

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health programs and policies.

Team and Teamwork Sub-competencies: (IPEC, 2016)

TT1. Describe the process of team development and the roles and practices of effectiveteams.TT2. Develop consensus on the ethical principles to guide all aspects of team work.TT3. Engage health and other professionals in shared patient-centered and population focused problem-solving.TT4. Integrate the knowledge and experience of health and other professions to informhealth and care decisions, while respecting patient and community values andpriorities/preferences for care.TT5. Apply leadership practices that support collaborative practice and team effectiveness.TT6. Engage self and others to constructively manage disagreements about values, roles,goals, and actions that arise among health and other professionals and with patients,families, and community members.TT7. Share accountability with other professions, patients, and communities for outcomesrelevant to prevention and health care.TT8. Reflect on individual and team performance for individual, as well as team,performance improvement.TT9. Use process improvement to increase effectiveness of interprofessional teamwork andteam-based services, programs, and policies.TT10. Use available evidence to inform effective teamwork and team-based practices.TT11. Perform effectively on teams and in different team roles in a variety of settings.

Use of Customizable Curriculum Design Document

This document is intended to serve as a compilation of learning activities and resources and are designed to meet the needs of any health-related professional program, regardless of size and student level. Activities are linked to core IPEC competencies (VE, RR, CC, or TT) so that instructors might select learning experiences that best match student needs at different points in their training. We also indicate the most appropriate student level (beginners (B), intermediate (I), advanced(A)) for participation.

IPE Learning Resources

Textbooks

Lake, D., Baerg, K., & Paslawski, T. (2015). Teamwork, Leadership and Communication: Collaboration Basics for Health Professionals. Brush Education.

Covers introduction to IPE, teamwork, leadership, communication and collaboration. Chapters are relatively short, and include questions for small group discussion, as well as assessments related to communication, leadership, and teamwork. 115 pages total.

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Slusser, M., Garcia, L. I., Reed, C. R., & McGinnis, P. Q. (2018). Foundations of Interprofessional Collaborative Practice in Health Care-E-Book. Elsevier Health Sciences.

Provides introduction to the IPEC competencies and systems-based care, followed by individual chapters for each of the four IPEC competencies (VE= chapters 1-3,....) with foundational material, details, and clinical scenarios related to each competency. 258 pages total.

Thistlethwaite, J. E. (2012). Values-based interprofessional collaborative practice: Working together in health care. Cambridge University Press.

Introductory chapters related to IPE, teamwork, and value-based care in Part 1. Part 2 includes chapters on clinical or collaborative practice settings, with case vignettes and questions for discussion. Cases involve primary care, community practice, subspecialty care, and more. 176 pages.

Weiss, D. F., Tilin, F. J., & Morgan, M. J. (2014). The interprofessional healthcare team: Leadership and development. Jones & Bartlett Publishers.

Focuses on team development and leadership in teams, with sections including Team and Group Development, Relationship-Centered Leadership, and Building and Sustaining Collaborative Interprofessional Teams. 186 pages.

Conferences

ATBH ConferenceThe biennial ATBH Conference brings together about 500 delegates from around the world to promote IPE towards improving global health through closer collaboration. Delegates include health and social care professionals and educators, policy makers, students and service users and carers.

Collaborating Across Borders Conference SeriesCollaborating Across Borders (CAB) is a Canada-United States joint conference launched in 2007, with a focus on common issues around IPE/IPP. The CAB conference series is held biennially and travels between the United States and Canada.

IPEC InstituteThe Interprofessional Education Collaborative (IPEC) organizes fall and spring conferences (IPEC Institute) annually. Themes vary but revolve around IPE and collaborative practice.

Nexus Summit

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https://summit2019.nexusipe.org/This annual conference is sponsored by the National Center on Interprofessional Practice and Education

All Together Better Health https://interprofessional.global/all-together-better-health-x-2020-cultivating-a-collaborative-culture-sharing-pearls-of-wisdom/Biannual worldwide conference sponsored by Interprofessional Global

Midwest Interprofessional Practice, Education and Research Center Conferencehttps://www.gvsu.edu/miperc/2018-miperc-conference-40.htmAnnual conference sponsored by Grand Valley State University, Grand Rapids, MI

Tennessee Interprofessional Practice and Education Consortium Annual Conferencehttps://tipec.org/conference-2020/Annual meeting in late summer, open to faculty, practitioners, and students across professions. Includes oral and poster presentations, updates from working groups, and opportunities for networking.

IPE Toolkits

Faculty Development IPE Training Toolkithttps://collaborate.uw.edu/resources-and-training/online-training-and-toolkits/faculty-development-ipe-training-toolkit/

Published by the University of Washington’s Center for Health Sciences Interprofessional Education Research and Practice, this toolkit is designed for educators responsible for training other educators in IPE. It includes active learning activities designed to teach others how to incorporate IPE into their teaching.

Guide to Effective Interprofessional Education Experiences in Nursing Educationhttp://www.nln.org/docs/default-source/default-document-library/ipe-toolkit-krk-012716.pdf?sfvrsn=2

Published by the National League for Nursing, this PDF includes a brief history of interprofessional practice, a guide for developing a culture of collaboration, eight detailed guides for interprofessional activities, and strategies for evaluating a program’s impact.

IPE Course Adaptor Toolkithttp://ipetoolkit.umich.edu/toolkit/

Published by the University of Michigan, this toolkit offers helpful tools for converting existing courses into IPE courses. Materials include sample syllabi, assessment and evaluation tools, collaboration checklists, and similar tools.

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IPE Facilitation Training Toolkithttps://collaborate.uw.edu/resources-and-training/online-training-and-toolkits/ipe-facilitation-training-toolkit/

Also published by the University of Washington’s Interprofessional Education Center, this toolkit is designed for educators interested in learning to facilitate student IPE. It addresses common facilitation challenges and offers activities to facilitate effective IPE.

IPE in MedEdPORTALhttps://www.mededportal.org/collection/interprofessional-education/

The Interprofessional Education (IPE) Collection [in MedEdPORTAL] is designed to foster the identification, development and deployment of educational resources aimed at supporting team-based or collaborative care essential to training an interprofessional workforce. With funding from the Josiah Macy Jr. Foundation, the IPE collection is an emergent product of collaboration between members of the Interprofessional Education Collaboration (IPEC), the American Psychological Association, Physician Assistant Education Association and the American Physical Therapy Association. This collection is designed to create a national clearinghouse of competency-linked learning resources for interprofessional education and models of team-based or collaborative care in support of the IPEC report: Core Competencies for Interprofessional Collaborative Practice.

Websites

American Interprofessional Health Collaborative (AIHC)https://aihc-us.org/

The American Interprofessional Health Collaborative transcends boundaries (professional, organizational, geographic/national) to transform learning, policies, practices, and scholarship toward an improved system of health and wellness for individual patients, communities, and populations. AIHC hosts webinars and coordinates the Collaborations across Borders IPE conference series.

Canadian Interprofessional Health Collaborative (CIHC)http://www.cihc.ca/

The CIHC is a national hub for interprofessional education, collaboration in healthcare practice and patient-centred care. Co-hosts CAB conference series with AIHC. Free membership includes access to IPE resources.

Health Professions Accreditors Collaborative (HPAC)https://healthprofessionsaccreditors.org/

Interprofessional Education Collaborative (IPEC)https://www.ipecollaborative.org/news---announcements.html

Collaborative group with representation from multiple health professions with primary goal of guiding curriculum development across health professions schools. IPEC hosts annual

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Spring and Fall Institutes for professional development in different areas of IPE and collaborative practice.

The National Center for Interprofessional Practice and Education (NEXUS)https://nexusipe.org/

The National Center is charged to provide the leadership, evidence and resources needed to guide the nation on interprofessional education and collaborative practice. It aims to challenge tradition and create a deeply connected, integrated learning system that will transform education and care together.

The World Coordinating Committee All Together Better Health (WCC-ATBH)http://www.atbh.org/about-us.html

WCC-ATBH is a collaboration of regional networks focusing on IPE/IPP in health and social care. The aim of WCC-ATBH is to promote, support and sustain networks of interprofessional education (IPE) and collaborative practice (CP), and to establish and maintain communication between them. WCC-ATBH organizes biennial conferences.

Webinars

American Dental Education Association (ADEA) offers several webinars, some of which coverIPE topics. Especially good if you’re interested in incorporating IPE into dentistry classes. https://www.adea.org/LeadingConversations/

Educational Management Solutions. This is a private company specializing in healthcaresimulation management. Some of the webinars offered on this page involve IPE. Particularly good if you’re looking to incorporate IPE into simulations. https://www.simulationiq.com/ems-resources#WEBINARS

Interprofessional Education Collaborative (IPEC) Webinars. IPEC offers several webinars. For a schedule of upcoming webinars: https://www.ipecollaborative.org/webinars.htmlFor access to their archived webinars: https://www.ipecollaborative.org/archived-webinars.html

National Center for Interprofessional Practice and Education (NCIPE) Webinars. NCIPE offers31 webinars on IPE topics. You can refine your search by subject (e.g. teamwork). https://nexusipe.org/informing/resource-center?f%5B0%5D=im_field_resource_type%3A1363

The Why, What, and How of Interprofessional Collaboration. AmericanSpeech-Language-Hearing Association (ASHA). https://www.asha.org/Practice/The-Why-What-and-How-of-Interprofessional-Collaboration/

IPE Journals

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Health: An Interprofessional Journal for the Social Study of Health, Illness, and Medicine. Published six times a year. https://journals.sagepub.com/home/hea

Health, Interprofessional Practice & Education. Open access. https://commons.pacificu.edu/hip/

International Journal of Health Sciences Education. Open access. https://dc.etsu.edu/ijhse/

Formerly Health and Interprofessional Practice, focuses on Scholarship of Teaching and Learning (SOTL). Peer-reviewed, open-access, coordinated by faculty at Pacific University’s College of Health Professions. Particular interest in papers that explore methods for navigating interdisciplinary conflicts. Accept variety of manuscript types, including student submissions (“From the Field: Student Experiences”). https://commons.pacificu.edu/hip/

Journal of Interprofessional Care (JIC). PubMed indexed, 6 issues per year. 2018 Impact Factor 1.772. https://www.tandfonline.com/toc/ijic20/current

Journal of Interprofessional Education and Practice (JIEP). Official journal of National Academies of Practice (NAP) and affiliated with University of Nebraska Medical Center,, quarterly, peer-reviewed. Cite Score 0.67. Manuscripts can be submitted as full-length research report or curricular resources (short reports < 2500 words) which describe educational resources of interest to IPE community. https://www.sciencedirect.com/journal/journal-of-interprofessional-education-and-practice

Journal of Multidisciplinary Healthcare (JMDH). Manuscripts can be submitted by any professions in healthcare. Manuscripts may be reports on multidisciplinary teams research which evaluates or reports results or conduct of teams or healthcare processes. https://www.dovepress.com/journal-of-multidisciplinary-healthcare-journal#

Journal of Research in Interprofessional Practice and Education (JRIPE). Open access. https://www.jripe.org/index.php/journal

The Clinical Teacher (TCT). Focuses on clinical education within health professions. https ://onlinelibrary.wiley.com/journal/1743498x

Select Journal Articles and Documents

Interprofessional Education Collaborative. (2011). Team-based competencies: Building a shared foundation for education and clinical practice. Retrieved from https://nebula.wsimg.com/191adb6df3208c643f339a83d47a3f28?AccessKeyId=DC06780E69ED19E2B3A5&disposition=0&alloworigin=1

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The purpose of the 2011 Team-Based Competencies conference was to address issues surrounding the lack of interprofessional education and practice. Additionally, the development of new strategies to help implement interprofessional education and practice were also discussed. From this work, panel members were able to identify the four core competencies of interprofessional education and practice as well as 38 competencies to expand upon the core competencies. Additionally, the panel developed five action strategies to help implement interprofessional education and collaboration.

Interprofessional Education Collaborative. (2011). Core competencies for interprofessional collaborative practice. Retrieved from https://nebula.wsimg.com/3ee8a4b5b5f7ab794c742b14601d5f23?AccessKeyId=DC06780E69ED19E2B3A5&disposition=0&alloworigin=1

The purpose of the 2011 Core Competencies for Interprofessional Collaborative Practice report was to define interprofessional education and practice competencies. Additionally, this report can be utilized to prepare health professions students to work together as it details the four core competencies of interprofessional collaboration and education and provides a framework for their development. Furthermore, common challenges to the implementation of interprofessional collaboration and practice are addressed. Several learning activities focused on the core competencies of interprofessional collaboration are detailed in this report.

Association for Prevention Teaching and Research. (2013). Advancing interprofessional clinical prevention and population health education curriculum development guide. Retrieved from https://nebula.wsimg.com/cc40b1a82d8b79b4ac9413234ca9f84c?AccessKeyId=DC06780E69ED19E2B3A5&disposition=0&alloworigin=1

Describes a curriculum development framework for an interprofessional collaboration education course. The guide also includes a range of interprofessional learning activities that can be used in an IPE course to help develop interprofessional collaboration skills. Additionally, the guide also includes abbreviated versions of accreditation standards from several disciplines, including nursing, medicine, pharmacy, and dental medicine.

Interprofessional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice: 2016 update. Retrieved from https://hsc.unm.edu/ipe/resources/ipec-2016-core-competencies.pdf

Describes updates made to the original 2011 Interprofessional Collaborative Practice Report, including the addition of nine new health professions groups. Other purposes of this report involve a discussion of curricular changes including funding and support for those facilities that offer and encourage interprofessional collaboration education. Additionally, a review of common terminology related to interprofessional collaboration and competencies is conducted. Furthermore, the aims of the IPEC board are detailed,

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including the placement of the IPE competency model under the topic of Interprofessional Collaboration as well as a discussion of how to better incorporate population health approaches.

Health Professions Accreditors Collaborative. (2019). Guidance on developing quality interprofessional education for the health professions. Retrieved from https://healthprofessionsaccreditors.org/wp-content/uploads/2019/02/HPACGuidance02-01-19.pdf

Describes the role of the Health Professions Accreditors Collaborative (HPAC) in the formation of a curriculum to assist with the implementation of interprofessional collaboration education among healthcare professionals. The information given is meant to assist with the formation of a strong IPE course on both the foundational and graduate levels. Additionally, the role of interprofessional collaboration education and practice in meeting the Quadruple Aim is also discussed.

Parsell, G., Gibbs, T., & Bligh, J. (1998). Three visual techniques to enhance interprofessional learning. Postgraduate Medical Journal, 74(873), 387–390. https://doi.org/10.1136/pgmj.74.873.387

Describes 3 small-group IPE activities that incorporate brainstorming, analysis/organization of ideas, and debriefing session: (1) Talking walls exercise in which interprofessional groups use flip charts to write their perceptions of the roles and responsibilities of each profession, then edit based on input from the student representing that profession; (2) using an ‘active’ photograph to stimulate discussion about health-related issues; and (3) theme boards in which small interprofessional groups create collages to represent and contrast single profession learning and interprofessional training. The article includes pictures of each activity and clear implementation details.

Davidson, R. A., & Waddell, R. (2005). A Historical Overview of Interdisciplinary Family Health: A Community-Based Interprofessional Health Professions Course: Academic Medicine, 80(4), 334–338. https://doi.org/10.1097/00001888-200504000-00005

Authors provide a historical account of the development of an introductory level course for health professions students which includes didactics, small-group work, and team-based home visits in the community. The article includes a description of the pilot phase of the Interdisciplinary Family Health course followed by details of the course expansion five years later. Course objectives, educational constructs, expansion logistics, program strengths and implementation challenges are provided. Experiential activities are described and course evaluation data is listed.

Giroux, C. M., Wilson, L. A., & Corkett, J. K. (2019). Parents as partners: investigating the role(s) of mothers in coordinating health and education activities for children with chronic care

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needs. Journal of Interprofessional Care, 33(2), 243–251. https://doi.org/10.1080/13561820.2018.1531833

Authors surveyed 23 mothers of children with chronic medical needs to assess effectiveness of interprofessional collaboration among healthcare providers on their children’s teams. A key perception among mothers was that educational and medical professionals often failed to communicate directly with each other and relied on parents to convey relevant information about their children’s needs to providers. Depending on parents to be champions, advocates, and coordinators can be unrealistic and highlights the needs for effective communication and collaboration among members of healthcare teams, particularly when they work in different settings.

Horne, C., & Medley, F. (2001). An Interdisciplinary Community-based Clinical Experience for Beginning Students: Nurse Educator, 26(3), 120–121. https://doi.org/10.1097/00006223-200105000-00011

Describes an interdisciplinary clinical experience between first year nursing and pharmacy students. Learning objectives included developing communication skills and developing individual professional role identification while appreciating and respective the other. Students participated in an orientation seminar, community survey, four 1 hour weekly visits, interdisciplinary seminars, and group presentations.

Lee, Michelle L.; Stidham, April; Melton, Sarah; Mullins, Christine; and Smith, Sheila (2017) "Interprofessional Team Development in Student Led Clinics in Rural Northeast Tennessee,"International Journal of Health Sciences Education, 4(1). Available at: https://dc.etsu.edu/ijhse/vol4/iss1/4

Describes a Health Resources and Services Administration Grant awardee’s development of a student interprofessional team in four established clinics in rural northeast Tennessee to improve health outcomes for patients with multiple chronic conditions. A Clinical Fellows Model was utilized to enhance the student’s learning experience and to promote interprofessional practice upon graduation.

Slusser, M. M., Padden-Denmead, M. L., McGinnis, P. Q., & Galantino, M. L. (2018). Using a Common Reading as an IPE strategy. Journal of Interprofessional Education & Practice, 12, 48-50. Available at: https://www.sciencedirect.com/science/article/pii/S2405452617301374

Describes the use of a common reading assignment (My Stroke of Luck: A Brain Scientist’s Personal Journey by Jill Bolte) across 7 disciplines at both the undergraduate and graduate level. Faculty chose appropriate sections for inclusion of the book and were free to assign work (e.g., reflection pieces, online discussions) about the book. Semester culminated in an interprofessional panel discussion of the book, which modeled interprofessional communication. Authors found the common reading assignment to be an effective way to work interprofessional education into varied and

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busy curricula; it had a measurable impact on student achievement of 4 IPEC competencies: Communication, collaboration, Roles/Responsibilities, and Teams and Teamwork.

Sweet, B. V., Fischer, D. J., & Khang, E. M. (2019). Incorporating grand rounds into an existing pharmacy ethics course: An interprofessional education opportunity. Journal of Interprofessional Education & Practice, 17, 100282. https://doi.org/10.1016/j.xjep.2019.100282Available at: https://www.sciencedirect.com/science/article/abs/pii/S2405452619300254

Describes grand round sessions for graduate-level students in pharmacy (third year) and social work (master’s students and licensed) - 30 minute presentations/ 40 minute IPE panel discussions.. Sessions focused on issues related to social justice and access to care [Topics: Transgender Care, Opioid Epidemic, Limited English Proficiency]

● IPEC CC: Values/ Ethics & Roles/ Responsibilities● Assessment tools: 1) Survey related to achievement of learning outcomes 2)

Level of agreement related to session objectives 3) Post-class reflection on actionable steps

● Pros: Minimal materials needed, large student participation x 3 years of data● Cons: Did not use standardized IPE survey tools

Thistlethwaite, J., Moran, M., & World Health Organization Study Group on Interprofessional Education and Collaborative Practice. (2010). Learning outcomes for interprofessional education (IPE): Literature review and synthesis. Journal of interprofessional care, 24(5), 503-513.

Describes a literature search, review, and synthesis of interprofessional education literature over 21 years (1988-2009) as a part of the WHO Initiative to define interprofessional education. This literature review is structured in four parts: international literature, IPE development story from Australian perspective, locating IPE development in higher education, and a summary of findings. The key themes emerging from the review were: the need to find common ground between health and higher education, the importance of enablers and barriers of IPE, and the urgent need for further research to inform curriculum, practice, and policy developments. Health professional education needs to move to a multidisciplinary, complex, team-based patient and family focused position. The article relays key areas of development for re-conceptualization of health professional education. (CHRISSY)

World Health Organization (WHO) Framework for Action on Interprofessional Education & Collaborative Practice

Describes a broad understanding of how interprofessional education and collaborative practice should work in a global context. Designed for policy makers, the framework presented in this report focuses on the importance of introducing interprofessional education and collaborative practice as strategies that can transform the health system

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across three major categories: 1) interprofessional education, 2) collaborative practice, and 3) health and education systems. The goal of the framework is to provide strategies and ideas that can be adapted by policy makers in their own health systems.

Assessment and Evaluation Tools

*Extensive list of tools available through NEXUS site:https://nexusipe.org/advancing/assessment-evaluation

Active Listening Checklist (Available in Lake et al. book, 2015 - Appendix C)

Archibald, D., Trumpower, D., & MacDonald, C. J. (2014). Validation of theinterprofessional collaborative competency attainment survey (ICCAS). Journal of Interprofessional Care, 28(6), 553–558. https://doi.org/10.3109/13561820.2014.917407

Attitudes toward Health Care Teams Scale.Available in Lake et al. book (2015) - Appendix A. Described in: Hyer, K., Fairchild, S., Abraham, I., Mezey, M., & Fulmer, T. (2000). Measuring attitudes related to interdisciplinary training : revisiting the Heinemann, Schmitt and Farrell attitudes toward health care teams’ scale.

Collaboration Self-Assessment Tool (CSAT; available in Lake et al. book, 2015 - AppendixE)

Evaluating Interprofessional Team Performance: A Faculty Rater ToolForest, C.P, Lie, D.A., & Ma, S.B. (2016). This MedEdPORTAL lesson discusses thesuccessful use of the McMasters-Ottawa Scale for assessing interprofessional teams in clinical settings. It includes the scales as well as instructions for training faculty to use the tool. https://www.mededportal.org/publication/10447/

Frost J, Hammer D, Nunez L, Adams J, et al. The intersection of professionalism andinterprofessional care: development and initial testing of the interprofessional professionalism assessment (IPA). Journal of Interprofessional Care. 2018,1-15. https://doi.org/10.1080/13561820.2018.1515733 For review of IPA and direct link to survey:https://nexusipe.org/advancing/assessment-evaluation/interprofessional-professionalism-assessment-ipa

Interprofessional Collaborative Competencies Attainment Survey (ICCAS). © MacDonald, Archibald, Trumpower, Jelley, Cragg, Casimiro, & Johnstone, 2009https://nexusipe.org/advancing/assessment-evaluation/Interprofessional-collaborative-competencies-attainment-survey-iccas

Interprofessional Collaborator Assessment Rubric (ICAR). Curran, V. et al.From the authors: “The Interprofessional Collaborator Assessment Rubric is intended for use in the assessment of interprofessional collaborator competencies...Development of the Rubric tool was guided by an interprofessional advisory committee comprising educators from the fields of medicine, nursing and the rehabilitative sciences.” https://www.med.mun.ca/getdoc/b78eb859-6c13-4f2f-9712-f50f1c67c863/ICAR.aspx

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Interprofessional Professionalism Assessment (IPA). Can be used by health professionals to evaluate themselves or others including learners, peers, supervisors, or subordinates.

Leadership Behavior Checklist (Available in Lake et al. book, 2015 - Appendix B)

Readiness for Interprofessional Learning Scale (RIPLS) Questionnaire. http://www.ihi.org/education/ihiopenschool/Chapters/Documents/

Riplsquestionnaire19.pdf

TeamSTEPPS® Teamwork Attitudes Questionnaire Manual https://www.ahrq.gov/teamstepps/instructor/reference/teamattitudesmanual.html

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IPE Learning Activities for Classroom Implementation

Note. *VE=Values/Ethics, RR=Role/Role Responsibilities, CC=Communication,

TT=Team/Teamwork.

Activities

IPEC

Competencies

Addressed*

Student

Level

Introduce Your Profession Videos: Interprofessional

teams indicate what they would like to learn about other

professions in their group. Uni-professional groups develop

short video presentations to convey key information about

their profession (education/licensing, scope of practice,

myths/misconceptions, etc.).

Delivery: Online or in-person

Materials: Basic recording device and editing apps

Contributed by: Naomi Eichorn (neichorn@memphis.edu)

VE, RR, CC  Beginners 

Introducing Another Profession: Students work in

interprofessional pairs. Students explain five basic features

of their profession to each other in layman’s terms. In the

large group, students introduce their partner and describe

what they’ve learned about their profession. 

Delivery: In person or streaming

Contributed by: Tara Minor (tara.j.minor@vumc.org)

RR Beginners

Music Improvisation Activity: Icebreaker activity in which CC Beginners

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interprofessional students, facilitated by musicians, interact

and ‘communicate’ with each other using simple

instruments. Activity is followed by a debriefing session with

question prompts addressing tendencies for professionals to

rely on discipline-specific jargon, consequences of poor

communication, and potential solutions.

Delivery: In-person

Materials: Simple instruments (boomwhackers,

glockenspiels, etc.)

References: Eichorn et al. (In Press, Journal of

Interprofessional Education and Practice); Additional

information about the activity available at University of

Memphis website.

Contributed by: Naomi Eichorn (neichorn@memphis.edu) 

Paper Chain Activity: Simple icebreaker activity adapted

from TeamSTEPPS resources. Teams of 4-6 students

compete to create the longest paper chain using provided

materials (white, pink, yellow, and blue paper; single scissor;

single roll of scotch tape) in 3 increasingly challenging 5-

minute iterations of activity: (1) team collaborates to form

single-color chain from white paper; (2) team forms paper

chain following specified 2-color sequence, only team leader

communicates verbally; (3) team forms more complex 4-

color sequence without any verbal communication.

Debriefing (~20 min) examines helpful and unhelpful team

CC, TT Beginners

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dynamics, team communication behaviors, and issues

related to role designation. Instructor manual and informal

assessment tool available from contributor by request;

additional materials available from TeamSTEPPS. Multiple

faculty facilitators recommended. Instructors can expect

initial student skepticism and confusion to gradually give

way to understanding and insight. 

Delivery: In-person

References: TeamSTEPPS Fundamental Course Module 1.

Introduction available at Agency for Healthcare Research

and Quality website.

Contributed by: Cheryl Scott (cscott@cbu.edu)

Barnga Card Game Activity: Icebreaker activity to

demonstrate need for effective communication and

awareness of challenges in intercultural communication.

Detailed instructions, materials and related resources

available at University of Washington website. Total activity

time is approximately 90 minutes. 

Delivery: In-person

References:  The University of Washington Center for

Health Sciences: Interprofessional Education, Research and

Practice

Contributed by: Cheryl Scott (cscott@cbu.edu)

CC, TT, RR, VE Beginners

Talking Walls Activity: Students from various professions VE, RR Beginners

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are arranged in small groups. Students explore each other’s

roles and responsibilities by adding their perceptions of each

profession (other than their own) to flip chart sheets. After

about 15 minutes, the students examine the sheet for their

own profession, clear misconceptions, edit, add missing

information, and explain.

Delivery: In-person

References: Parsell, Gibbs, & Bligh (1998) (link to pdf)

Contributed by: Cheryl Scott (cscott@cbu.edu)

Empathy Card Game: Designed for beginning students in

any profession. The focus of the activity is two-fold: (1)

students learn to listen holistically, paying attention to non-

verbal cues as well as language; (2) students learn to listen

empathically, without jumping to an immediate “fix” for a

problem. Students are organized in interprofessional pairs or

small groups and pull cards from separate decks to create a

patient scenario (e.g., I couldn’t pay for my medicine

because my mother is sick.). Students help one another

demonstrate empathy for patients in the scenario. To use

this activity, please contact the contributor. 

Delivery: In-person, also adapted for online (synchronous)

Contributed by: Gina Defranco (gina.defranco@lmunet.edu)

VE, IC Beginners

Foundations of IPE Didactic Lecture: The who, what,

when, and why of interprofessional practice. Designed to

VE, RR, IC, TT Beginners

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introduce first-year students to the concept of IPE. 

Delivery: In-person, streaming if desired

Contributed by: Sherry Jeminez

(sherry.jimenez@lmunet.edu)

Online Shipwreck Survival: Interprofessional groups of

students are given a picture of 32 different items. The team

is instructed they have been shipwrecked and must reach a

group consensus on five items they will keep with them to

survive and be rescued.  First, individual students post to the

discussion board the 3 items they deem most important and

their reasoning to support their choice.  After all group

members have posted, the group chooses some technology

form and collaborates to reach a consensus on which 5

items are most important.  Faculty facilitators provide

feedback on the team process and debrief the learning

activity through the discussion board.

Delivery: online, could be adapted for in- person training

Contributed by: Alicia Williams (williamssa1@etsu.edu)

TT Beginners

Team-Based Learning for Foundational IPE Knowledge

(first semester): Designed for groups of students in the

same profession. Introduces roles of RN/APN/NP,

pharmacist, and social worker. After pre-reading (4 separate

readings, < 20 pages), students complete Individual

Readiness Assurance Test (IRAT) and Group Readiness

RR, TT Beginners 

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Assurance Test (GRAT) along with three separate activities:

matching survey, jumbled case study activity, and

identification of non-clinical professionals impacting patient

care and well-being. Includes introduction to TeamStepps.  

Delivery: In-person, streaming if desired

Contributed by: Sherry Jimenez

(sherry.jimenez@lmunet.edu)

Team-Based Learning for Foundation IPE Knowledge

(second semester): Designed with a clinical focus in mind.

Video involving hip fracture and conflict among team

members. Discussion involves roles of professionals in

resolving conflict. Contact contributor for curriculum.

Delivery: In-person, streaming if desired

Contributed by: Sherry Jimenez

(sherry.jimenez@lmunet.edu)

RR, TT Beginners

Team-Based Learning for Foundational IPE Knowledge

(second semester). Team-based case involving a car

accident. Involves discussion of outside agencies (e.g. law

enforcement). Contact contributor for curriculum. 

Delivery: In-person, streaming if desired

Contributed by: Sherry Jimenez

(sherry.jimenez@lmunet.edu)

RR, TT, IC Beginners

Shared reading(s): Discuss topics or cases with relevance

to multiple disciplines (e.g., poverty, prematurity). Students

RR, CC, TT Beginners,

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from each profession explain and clarify clinical details

related to their discipline. Student team compiles a summary

of the information into a shared resource.

Delivery: Online or in-person

References: Slusser et al. (2018) (link to article); similar

activity described in this presentation. Sample

implementation described in Eichorn et al. (In Press,

Communication Disorders Quarterly).

Contributed by: Naomi Eichorn (neichorn@memphis.edu) 

Intermediate

IPE Distance Experience

Collaborate with interprofessional faculty to initiate

involvement.  Select one or two online courses in the

discipline’s curriculum to incorporate IPE.  Online students

from various professions are assigned to small

interprofessional online learning groups.  Each group is

assigned a faculty facilitator with some groups having an

interprofessional pair of facilitators. The students participate

in four, two-week modules; each focusing on one IPE

competency. Activities are asynchronous but require each

student group to collaborate using technology of their

choice. Modules include video and PowerPoint instructional

material, an abstract learning activity focused on the module

topic, discussion board reflections by students, and case-

based interactions with a standardized patient through the

TT, VE, RR, IC Beginners

and

Intermediate

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discussion board.  Curriculum available upon request.

Delivery: Online, asynchronous 

Contributed by: Alicia Williams (williamssa1@etsu.edu)

Paired Pediatric Case Simulations: IPE activity designed

to provide students with low-stakes opportunity to practice

interacting with caregivers and developing interprofessional

care plans. Activity involves two case studies representing

the same child at different ages (age 2 and 8). Patient actors

play role of caregivers. Original activity included Audiology,

SLP, Nursing, Optometry, and Public Health. Learners,

facilitators, and actors complete Collaboration and

Satisfaction About Care Decisions (CSACD) to evaluate

team performance. Additional post-simulation debriefing with

actors to discuss outcomes and areas of strength/weakness.

Delivery: In-person

Reference: Eichorn et al. (In Press, Communication

Disorders Quarterly), Supplementary materials include full

case study and other implementation details.

Contributed by: Naomi Eichorn (neichorn@memphis.edu) 

VE, RR, IC, TT Beginners

and

Intermediate

Stroke Case: Two-hour case study discussion incorporating

Nursing, PT, OT, Speech Pathology, Medicine, and

Pharmacy students. Learners discuss outpatient and

inpatient stroke-related cases, then complete a pre- and

post-class survey. 

VE, RR, IC, TT Beginners

and

Intermediate

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Delivery: In-person, live video conferencing

Contributed by: Leslie Hamilton (lhamilt4@uthsc.edu)

Shadowing Complementary Professionals: Second and

third-year students shadow a team member for one half-day

each semester and reflect on the experience. They are

assigned groups of people they are permitted to follow who

may fall outside the definition of health care team, e.g.

maintenance/housekeeping, lab technician, clergy, security,

x-ray technician, registration personnel, dieticians, etc.

Students do a total of 4 half-days over the course of two

years. Contact contributor for specifics. 

Delivery: In-person

Contributed by: Sherry Jimenez

(sherry.jimenez@lmunet.edu)

RR, TT, VE, IC Intermediate 

Interprofessional Escape Room: Second-year

interprofessional students are “locked” in an escape room

with a case to solve. They have 30 minutes to answer 5

questions on the case in order to “escape.” Interprofessional

faculty observed the teams and evaluated their teamwork.

Contact contributor for curriculum. 

Delivery: In-person

Contributed by: Sherry Jimenez

(sherry.jimenez@lmunet.edu)

TT, IC Intermediate

Putting Families First (originally named Interdisciplinary All All 

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Family Health): Interdisciplinary student teams make home

visits to volunteer families to help families maintain or

improve their health. Multiple student teams report regularly

to the class to discuss their experiences and lessons

learned.

References: Horne & Medley  (2001) (link to pdf); Davidson

& Waddell (2005) (link to pdf). Additional information about

the program available here and here.

Delivery: In-person

Contributed by: Nancy Hart (nhart9@uthsc.edu)

Values Card Sort

Students prepare for the activity by independently

completing the values card sort in advance. Results are

printed and shared in an interprofessional meeting or

uploaded to discussion board. Prior to meeting, individuals

also review the professional code of ethics for their

profession. Group leaders facilitate a discussion on personal

values and professional ethics. Each person share 3-4 key

points from their profession’s code of ethics.  Group

members work together to integrate these points into an

interprofessional code of ethics for the group, then debrief

with faculty team. Access Values Card Sort activity here.

Delivery: In person or online

Contributed by: Alicia Williams (williamssa1@etsu.edu)

VE  All

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All contributors have agreed to share additional information about activities listed

(when available) and may be able to provide supportive materials and resources upon

request. Activity list is reviewed and updated regularly.

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IPE Learning Activities for Community Partnerships and Population Health

The Vital Sign measures were chosen based on data availability, meaningful upstream outcomes, and collective assessment of health and prosperity. Because of this, each Vital Sign is meant to measure or represent a broader population health outcome. It may be useful to think about factors that influence a particular Vital Sign when determining intervention strategies.

Tennessee’s Vital Signs: Youth Obesity

What is youth obesity: Youth obesity is most commonly defined in terms of Body Mass Index (BMI), a ratio of height to weight. In children and teens, BMI is used to find out if a child or teen is underweight, of a healthy weight, overweight, or obese. In 2018, 38% of Tennessee’s youth were either overweight or obese, which was higher than the national average of 31%. Why is youth obesity important when thinking about health: Overweight and obese children are subject to several short- and long-term health effects such as chronic diseases (asthma, sleep apnea, and bone and joint issues), emotional health effects from being bullied and/or isolated by their peers, and long-term health issues later in life (adult obesity and heart disease). Obese children have twice the risk of cardiovascular disease and four times the risk of type-2 diabetes over their lifetime. Additionally, obese children are at a higher risk for cancer and have a shorter overall life expectancy. What are the disparities/inequities: Obesity disproportionately affects communities of color, communities with high levels of poverty, and adults with lower education levels. The prevalence of obesity decreased with increasing level of education of the household head among children and adolescents aged 2-19 years.

Activities Competencies Addressed*

Student Level

Active Recess: CDC Healthy SchoolsPrescribing Parks: Park PrescriptionsSafe Routes to School and Walking School Bus: Safe Routes PartnershipScreen Time Reduction Initiatives: Screen-Time Reduction ToolkitActivity Breaks in the Classroom: GoNoodle

VE, RR, CC, TT

Primarily beginner/ intermediate

Chef Academy Cooking Program: Chef Academy Cooking ProgramCommunity School Garden: Community School GardenFamily Nutrition Education: Family Nutrition EducationFarm to School Program: Farm to School ProgramPower of Produce (POP) Club: Power of Produce Club

VE, RR, CC, TT

Primarily beginner/

intermediate

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Breastfeeding Support Groups and Peer Counseling: Meeting Topics

TDH provides grants to communities that strive to increase options for daily physical activity: Access to Health Built Environment BlueCross BlueShield of Tennessee awards funding to: create active, healthy spaces across the state The Cultivating Health Communities grant provides funding for: programs that make underserved communities healthier places to live, work, learn, and play Fuel Up to Play 60 provides funding to: K-12 schools to implement nutrition and physical activity KaBOOM awards grant funding for: communities to build safe, creative playgrounds for children Robert Wood Johnson Foundation funds grants focused on: healthy systems, healthy communities and healthy leadership Safe Routes to School provides grant funding to: increase safe, walkable routes to schools The HCA Foundation funds opportunities that: promote health and wellbeing, childhood and youth development, and the arts

VE, RR, CC, TT

Primarily beginner/

intermediate

Women, Infants, and Children (WIC) Promotion focuses on nutrition education, supplemental foods, breastfeeding support, and health care referrals Breastfeeding Welcomed Here is a campaign in which businesses can show their support for breastfeeding mothers by allowing and encouraging women to breastfeed their infants in the establishment Bringing Tap Back/Rethink Your Drink Campaign encourages students in schools to replace sugar sweetened beverages (SSB) with water and increase the

VE, RR, CC, TT

Primarily beginner/

intermediate

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use of refillable water bottles and drinking tap water Child Health Month occurs each October, with Child Health Day occurring on the first Monday in October, is a great opportunity to promote activities and programs that improve the health of children Let's Go! 5-2-1-0 Campaign promotes healthy nutritional habits and physical activity in school-aged children National Nutrition Month occurs during the month of March. Games, quizzes, handouts, and media materials that can be used to promote National Nutrition are available National Walk/Bike to School Day encourages children across the U.S. to walk or bike to school Promote Breastfeeding Areas and Designated Breastfeeding Expert Services is free service to encourage breastfeeding and can help to improve health outcomes for infants Summer Food Service Program and Seamless Summer Option increases access to food for low-income families Tennessee Breastfeeding Hotline Number is available to nursing mothers and partners, their families, expectant mothers, and health care providers seeking breastfeeding support and information "We Can!" (Ways to Enhance Children’s Activity and Nutrition) Campaign seeks to educate parents and caregivers about the importance of physical activity and healthy eating habits for young children.

Advocates of Recess before Lunch Policy see the benefit of improved cafeteria behavior, students return to the classroom calmer and ready to learn, students eat more and throw away less, and fewer discipline issues. With this policy students would likely consume more food at school, which is statistically healthier than the rest of their meals.

VE, RR, CC, TT

Dependent on activity

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School Wellness Committees are devoted to the health and wellbeing of students and school staff. These committees are important for the development and implementation of School Wellness Policies while also promoting activities and events that focus on student health that are outside of the school’s wellness policies. Sodas are a major driver of obesity in children and adults. Advocating for a Sugar-Sweetened Beverage Tax (Soda Tax) that can be used by a local government to fund nutritional programs or other initiatives that help to mitigate the financial effects felt by low-income families who are more likely to consume sugar-sweetened beverages. The Gold Sneaker Initiative is a voluntary certification program that provides policy and programming recommendations regarding daily physical activity, nutrition requirements, screen time limits, and other health-promoting behaviors in schools and child care facilities. Children spend the majority of their time at school and in after-school programs. School Policies that Promote Health Food and Beverage Options can promote access to nutritional foods and beverages in a variety of ways. Some examples of school policies include pricing healthy food options at a lower cost, placing healthier food options in front of less healthy food options, ensuring access to water throughout the day, and placing point-of-decision signs promoting healthy choices. Updated School and Wellness Policy to Include additional measures that focus on student weight as it relates to health and wellness. Additions can include longer recesses, activity breaks, access to water in the classroom, after-school sports, not using food as a reward, not withholding food as a punishment, and others.

Bright Futures provides guidelines and resources that providers can use to screen for obesity, prevent excessive weight gain, and guide patients to a healthy

VE, RR, CC, TT

Dependent on activity

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BMI range. By promoting this policy to hospitals and health departments, clinical providers can work together with parents and care takers to prevent youth obesity. Universal Physical Activity Assessment and Prescribing should encourage assessing the physical activity level of all patients, and the use of physical activity prescription or the referral of patients to a certified fitness professional.

Note. *VE=Values/Ethics, RR=Role/Role Responsibilities, CC=Communication, TT=Team/Teamwork.

TIPEC Population Health Working Group

Patti Scott, Co-LeaderTennessee Department of Health (Retired)

Brad Hawkins, Co-LeaderVanderbilt University

Crystal LemusLeigh Anne Pickup

University of Tennessee College of Health SciencesJW Randolph

Tennessee Department of HealthEmma Zijlstra

References

Canadian Interprofessional Health Collaborative (CIHC). (2010). A national interprofessionalcompetency framework. Vancouver, Canada: Author.

Health Professions Accreditors Collaborative (HPAC). (2019). Guidance on developing qualityinterprofessional education for the health professions. Chicago, IL: Health Professions Accreditors Collaborative.

Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative. Retrieved from https://www.aacom.org/docs/default-source/insideome/ccrpt05-10-11.pdf?sfvrsn=77937f97_2

Keating, S. (2006). Curriculum development and evaluation in nursing. Philadelphia, PA:Lippincott Williams & Wilkins.

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McHugh, M.K. (2013). Curriculum design and evaluation of program outcomes. (R.A.Witman-Price, M. Godshall, & L. Wilson), Certified nurse educator (CNE) review manual (2nd ed.). New York, NY: Springer Publishing Company.

Slusser, M. M., Padden-Denmead, M. L., McGinnis, P. Q., & Galantino, M. L. (2018). Using aCommon Reading as an IPE strategy. Journal of Interprofessional Education & Practice, 12, 48-50.

University of British Columbia. (2013). Understanding and facilitating interprofessionaleducation: A guide to incorporating interprofessional experiences into the practice education setting. Retrieved from https://physicaltherapy.med.ubc.ca/files/2012/09/IPE-Guide-2nd-ed.-May-2012.pdf

University of Southern Indiana, College of Nursing and Health Professions. (2019). Interprofessional Resources. Retrieved from https://www.usi.edu/health/interprofessional-education/interprofessional-resources/

University of Toronto. (2008). Advancing the interprofessional education curriculum 2009.Curriculum overview. Competency framework. Toronto: University of Toronto, Office of Interprofessional Education. Retrieved December 18, 2010 from https://ipe.utoronto.ca/