Interprofessional Collaboration 2

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Interprofessional Collaboration

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Grand Canyon University: HLT-307V

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 Interprofessional Collaboration 3

In the ever-advancing world of healthcare, medical education has always been a step

behind. I believe interprofessional education closes this gap and innovates a wide spectrum of

medical practice through interprofessional collaboration. Through this, graduates of healthcare

programs learn not only to be practice-ready, but also collaboration-ready, when an intentional

element of interdisciplinary education can be used as a method to cultivate training and cross-

learning (Slusser, García, Reed, & McGinnis, 2019). Because lack of teamwork, communication

skills and collaboration lead to inadequacies and widespread medical errors, interprofessional

education has helped transform the traditional model of mastery of skills and healthcare roles.

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The goal of this model is to share learning and provide opportunities to practice together to

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deliver the highest quality of care, but also minimize the chances of medical errors.

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Interprofessional collaboration prepares health care professionals by following concepts of
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wellness as framework for health care, but it also it enhances patient-focused care specifically.

In the workplace, interprofessional education prepares students for collaboration

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initiatives by allowing tasks to be designed and performed in order to ensure a successful

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collaborative outcome for the patient (Solomon-Calvin, S. et al., 2021). Improving awareness

and knowledge about IPE can be established by use of combined seminars for new healthcare
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professionals and by implementing concepts and opportunities into the current curriculum of

training (Solomon-Calvin, S. et al., 2021). Working together across several sectors and
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disciplines allows for each professional on board to be a part of the solution to a pressing issue or
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problem. This requires ongoing and interactive exchange of knowledge, learning and adapting to

come to a joint resolution. After IPE workshops, participants self-reported increased confidence
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in their knowledge and skills related to emergency care, which was evident immediately after the

healthcare workshop (Miller, Rambeck, & Snyder, 2014).

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 Interprofessional Collaboration 4

Wellness sees healthcare through a lens of deliberate and conscious choices to improve

health. This integrated method allows a patient to achieve levels of holistic health that are not

restricted by the presence or absence of a disease (Slusser, García, Reed, & McGinnis, 2019), in

other words, all factors are considered. An interprofessional education fits right into a wellness

model for healthcare because both rely heavily on a teamwork approach and collaboration from

various interdependent subsystems or professionals to maximize the possibility of a positive

outcome and optimal wellbeing. For example, a construction professional comes into an

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emergency setting with an acute injury. Emergency professionals will help with care of the

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injury, however, due to the severity of his injury, the patient might feel depressed or worried

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about the financial hardship and supporting his family. At this time, other healthcare roles will
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assist with his psychological status and possible financial hardship. It is apparent in this scenario

that interprofessional education helps prepare health care professionals to practice wellness
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initiatives.
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Interprofessional teamwork contributes to patient-centered care. The patient-centered care

model is a collaborative effort by the healthcare team and patient, because the primary goal is to
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improve individual health outcomes. The patient must fully commit and be a part of their own

healthcare team and cooperate in making health related decisions. The Canadian
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Interprofessional Health Collaborative (CIHC) believes that interprofessional education and

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collaborative patient-centered practices are the key to building effective healthcare teams, and

again, improving individual health outcome (Slusser, García, Reed, & McGinnis, 2019). When
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patients and their families take an active role in participating in the healthcare team, it allows a

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 Interprofessional Collaboration 5

shift of power from the healthcare professionals to the patient (Slusser, García, Reed, &

McGinnis, 2019).

Interprofessional Education will continue to shape how health care is practiced with focus

on interprofessional collaboration. Furthermore, interprofessional education will assist healthcare

workers to center its focus on patients through multiple collaborations between healthcare

professionals and other healthcare partnerships.

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 Interprofessional Collaboration 6

References

Miller, J., Rambeck, J., & Snyder, A. (2014). Improving emergency preparedness system

readiness through simulation and interprofessional education. Retrieved February, from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4187316/

Slusser, M. M., García, L. I., Reed, C., & McGinnis, P. Q. (2019). Foundations of

interprofessional collaborative practice in health care. St. Louis, MO: Elsevier.

Solomon-Calvin, S., A.M., C., N., R., Y.N., S., & George, A. (2021). Effectiveness of an

Interprofessional Education Module on Care of Autistic Children in Enhancing the

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Interprofessional Competencies among Students of Healthcare Professions: A Study

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Protocol. International Journal of Nursing Education, 13(1), 141–147. https://doi-

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org.lopes.idm.oclc.org/10.37506/ijone.v13i1.13331
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