PEC 300 Interprofessional Education And Collaboration

The Interprofessional Education Collaborative has set forth competencies in four competency domains Values and Ethics, Roles and responsibilities, Interprofessional Communication and Ethics for IPE practice. Describe examples of ways we could change the education of all health professionals to achieve these competencies share interprofessional experiences you have had, or wish you had had, and how they might have influenced care in the setting.

Healthcare professionals should be educated on how to provide care services in a culturally competent manner in order to increase the cultural competence of health care delivery. The concept of educating students on how they can be competent in health care profession may involve interprofessional education collaborative (Gilbert, Yan & Hoffman, 2010). The concept of interprofessional education collaborative aims at employing the best education systems and health care practice for cultural competence.

In order to achieve value and ethics, roles and responsibility and communication, we should change the education system for all healthcare professionals. Some of the ways that can be recommended to achieve these goals include the use of technology, improve communication and work in an interdisciplinary team. In relation to interprofessional teams, we ought to create professional skill by means of training and reflection, focus on internal group relationship and utilize a few techniques for correspondence with the end goal to connect barrier of best healthcare and patient’s outcome (Gilbert, Yan & Hoffman, 2010).

For example, in my current professional practice, I have seen some healthcare professionals who don’t know how to use new technology, have poor communication skills while communicating with patients whereas other have bad discipline while interacting with patients (Reeves, et al., 2013). The use of new technology, improvement on good communication skills and training students to have discipline are some of the recommendations that can help play a key role in the provision of quality health care. With the employment of new technology like informatics, students will be able to understand genomic issues and thereby be able to acquire goals of prevention of a certain disease (Lee, Park, & Jeong, 2012).

You approached the topic in the best manner by providing an introductory part. You also provided an idea of how bad a traditional approach to education in health care professional is designed and thus the need to be redesigned in order to provide quality health to patients. In a positive manner, you have provided enough evidence from viewer reviewed articles.  You have recommended the use of informatics, application of quality improvement, employment of evidence-based practice, provision of patient-centered care, and interdisciplinary teams which are all part of four competency domains in IPEC (Bridges, et al.,2011).

Furthermore, you are competent in your current healthcare practice as you understand how significant it is to provide factual information to the patient about their certain health issues putting in mind the patient’s emotions well being. You are also honest as you said the truth of not having a class of informatics while you were in nursing school although you understand the benefits of having nursing informatics. In conclusion, you are knowledgeable, competent and trustworthy and thus you can provide quality health to patients.

You are very brief on the topic. You understand how collaborative patient-centered care can play a key role in the critical care setting. Besides, you are cooperative and thus you can play significant role in teamwork.  Furthermore, you are competent as you understand how conflict can result in poor patient outcome while in your current critical settings.

References

Bridges, D., Davidson, R. A., Soule Odegard, P., Maki, I. V., & Tomkowiak, J. (2011). Interprofessional collaboration: three best practice models of interprofessional education. Medical education online, 16(1), 6035.

Gilbert, J. H., Yan, J., & Hoffman, S. J. (2010). A WHO report: framework for action on interprofessional education and collaborative practice. Journal of Allied Health, 39(3), 196-197.

Lee, S. K., Park, S. N., & Jeong, S. H. (2012). Nursing core competencies needed in the fields of nursing practice for graduates in nursing. Journal of Korean Academy of Nursing Administration, 18(4), 460-473.

Reeves, S., Perrier, L., Goldman, J., Freeth, D., & Zwarenstein, M. (2013). Interprofessional education: effects on professional practice and healthcare outcomes (update). Cochrane Database Syst Rev, 3(3).