INTERPROFESSIONAL EDUCATION & PRACTICE

BSP3A
Sample scenario:
MODULE 1: INTRODUCTION TO ● Students from different health professions in a
INTERPROFESSIONAL EDUCATION AND classroom receiving the same learning experience
COLLABORATIVE PRACTICE without reflective interaction (studying own
experience/reflection) among students from the
Lesson 1: Interprofessional Education and various professions
Collaboration Competencies ● If a patient has trouble swallowing, nurses,
occupational therapists, speech language
Interprofessional Learning
pathologists and dietitians work together as a to
● “when two or more professions learn with, about
figure out what the issue/problem is and the
and from each other to enable effective
treatment/care plan for the patient.
collaboration and improve health outcomes.”
● "Interprofessional collaboration practice is the key
Interprofessional Education Activities
to safe, high quality, accessible, patient-centered
- Experiential Learning or learning form experience
care desired by all” – IPEC 2011
1. Promotes interprofessional collaboration as
students and practitioners from different profession
“Practice needs education (they are interdependent)”
2. Have the opportunity to learn about and reflect on
the relationships they experience with
EDUCATION TERMS
professionals involved
3. Enhance their mutual understanding of each
others roles and responsibilities in a given case
situation
4. Explore ways to combine their professional
expertise to promote delivery of quality health care

Planning and Evaluating Interprofessional Education

Activities

1. Planning
Multidisciplinary ● learning outcomes
● stands alone imitating separate accountability.
● works side by side with the px 2. Preparation
● they create tx plan para sa one px but it don't ● conditioning
influence each other (ala pakealamanan) ● fully aware/prepare

Interdisciplinary 3. Participation
● numerous discipline 4. Formal Evaluation
● 2 tx plan created by doctors has an influence (base
their tx plan on each other) 5. Debriefing
● ex: i cannot complete my tx plan since my ● key processes
colleague hasn't completed his plan ● involves conversation
● Promotes reflections and learning
Interprofessional ● Meeting that takes place in order to get information
● sharing, interaction, collaboration from a particular work that is finished.
INTERPROFESSIONAL EDUCATION & PRACTICE
BSP3A
The four identified Core Competencies of International
Collaborative Practice:
1. Values/Ethics
2. Roles/Responsibilities
3. Interprofessional Communication and
4. Teams and Teamwork

Question:
● Can collaboration take place in the absence
interprofessional education?

Gaps between interprofessional education, collaborative

practice and health outcome:
1. patient outcomes,
● The diagram is an evolving framework designed to 2. adherence rates, patient satisfaction,
highlight pep and collaboration 3. clinical process outcomes,
● It enhances learner outcomes (PEP) 4. collaborative behavior,
● Enhances patient care outcome(Collaboration) 5. error rates, and
6. practitioner competencies
First circle SYSTEM
- In teaching factors
- Learning context : includes how to teach interprof According to Cordon 2013, system is defined as:
collaboration 1. a group of elements,
- Faculty Development : teaches the learner how to 2. interacting with each other and their environment,
develop 3. making a larger whole, and
4. having a purpose defined by the purpose and
Second circle function of the elements
- Patient is the core, recipient by the team
System
Micro ● is a set of related parts that work together in a
- Focuses of the patient and symmetry, bond of the particular environment to perform whatever
team member professionally and personally. functions are required to achieve the system's
objectives" (Carr, 2016, p.14)
Interprofessional Education ● Refers to people
● focuses on education Example of system
● learners are the core member ● health care system
● body system
Collaborative practice ● solar system
● professional system
● px is the core member, active member of the team

“It all voice down in health care system”

INTERPROFESSIONAL EDUCATION & PRACTICE
BSP3A
BASIC COMPONENTS OF SYSTEM 2. Organization - refers to the structure of the
systems and the functions of the organizations.
3. Dynamics - refers to the interaction of the system
with those subsystem and suprasystems.
4. Primary Activity - consist of inherent behaviors of
the systems that are independent of external
stimuli
5. Equifinality - having the same results from
different life events
EXAMPLE:
● parental separation, physical abuse, sexual abuse =
same effect (mental depression, psychological
disorder)
INPUT ● Materials
● People
Bronfenbrenner Bioecological Model of Human
● Energies
EXAMPLE: Development
● Resource
● Hospital px

THROUGHPUT ● Organization suprasystem

● Management subsystem
● Supportice subsystem
● Production subsystem
● Adaptive subsystem
EXAMPLE:
● the process
● px admitted

OUTPUT ● Products
● Services
EXAMPLE:
● the outcome
● px recovered

● This theory is about the environment and on how it

GENERAL SYSTEMS THEORY (GST)
affects us.
● Where we grow up and how it affects our life
● Karl Ludwig von Bertalanffy (1901-1972)
● Example: if you change your environment, your
● Relate to finding a general theory to explain all
identity will change.
systems in all scientific fields.
● GST as a set of models, principles and laws that Macrosystem ● cultural elements
apply to all systems or their subclasses irrespective
of their particular kind, nature of their component Mesosystem ● Interaction of the child

elements and the relationships or forces among

Microsystem ● Influence of the neighbor
them.
● Is an interdisciplinary system. Open System ● The region separated from its
● Relates this theory in our interdisciplinary system surroundings

Close System ● isolate its environment.

GST is characterized by their:
● Can control energy flow
1. Wholeness - means the system is a unit in itself
distinct from its part and within its own property.
- you can get something bigger from the part
INTERPROFESSIONAL EDUCATION & PRACTICE
BSP3A
3. Human Resource for Healthcare - Health prof
working in healthcare system
4. Health financing - strategies
5. Service Delivery - how healthcare delivers in
patients
6. Healthcare products - diagnostic treatment and
supplies that is necessary to healthcare system to
function well
Framework for Interprofessional Education
and Collaborative Practice
System Thinking

SKILLS OF THE SYSTEM THINKING

SIMPLE AND COMPLEX SYSTEMS

The World Health Organization (WHO) identified six

primary components of any healthcare system

1. Leadership and Governance - handled by the

government
2. Health Information System - Technologies and
processes
INTERPROFESSIONAL EDUCATION & PRACTICE
BSP3A
Wellness
- The absence of illness is wellness Health Promotion
- it is a process - This is empowering people.
- Directs us to be neutral and move to the right as far - Educating and building skills
as possible.
- If you are sick, treatment is needed.
- Wellness is caring for ourselves, caring for ur
health

“Wellness is a process (not a status and never

done overnight)”

1. GOOD GOVERNANCE
● Strengthening governance and policies to make
healthy choices accessible and affordable to all and
to create sustainable systems that make
Question:
whole-of-society collaboration real.
Which direction in the Illness- Wellness continuum are
you facing?
2. Healthy cities
● Creating greener cities that enable people to live,
Disease Prevention
work and play in harmony and good health.
● cleaner cities

3. Health literacy
● increasing knowledge and social skills to help
people to make the healthiest choices and
decisions for their families and themselves.
INTERPROFESSIONAL EDUCATION & PRACTICE
BSP3A
Social Determinants of Health sites of care within the health system, and
- non medical factors that influence medical according to their needs, throughout their whole
outcomes life.
● Resources are delivered to the px

Four types of Patient-centered care (Tanenbaum, 2015)

● Whole patient versus their parts
- focuses on the holistic view of the px
- context of primary care

● Patients versus providers

- focuses on the view of the px as consumers

Patient-Centered Care ● Patients/Providers/States versus the system

- Holistic concern - focus on the incentives
- economic legal and professional that motivates the
providers to act on their own interests

● Person-centered medicine
- response to evidence based medicine

WHO

People-centered health services

● is an approach to care that consciously adopts the
perspectives of individuals, families and
communities, and sees them as participants as well
as beneficiaries of trusted health systems that
respond to their needs and preferences in humane
and holistic ways.
● people and community are at the center, not the
disease
● empowering people to take care of their health

Holistic
● you need to look at the whole person BARRIERS TO PATIENT-CENTRED CARE
● consider their social, physical, spiritual, mental ● Lack of evidence about the efficacy of the
needs patient-centered care approach can be a barrier.
● At a personal level, lack of motivation and lack of
Integrated health services holistic view is also considered a barrier.
● is health services that are managed and delivered ● For health professionals to be engaged effectively
in a way that ensures people receive a continuum in a patient-centered care, they must believe in the
of health promotion, disease prevention, diagnosis, model and they must be interested in the whole
treatment, disease management, rehabilitation and person, not just on the health concern related to
palliative care services, at the different levels and their own professional role and responsibilities.
INTERPROFESSIONAL EDUCATION & PRACTICE
BSP3A

Some institution-level barriers include:

1. Lack of teamwork coordination.
2. Lack of understanding about the role of the patient
in the team.
3. Lack of Resources (shortage of personnel).
4. Lack of time
5. Workload pressures
6. Leadership