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Published VersionCC BY-NC V4.0, Open Access
Journal article
Do Regulatory and Curriculum Requirements for Interprofessional Practice Align?
Journal of Multidisciplinary Healthcare, Vol.2013:16, pp.3675-3687
2023
Abstract
Background: While interprofessional (IP) competency and Interprofessional Education (IPE) has received increasing attention in health, agreement on specific competencies and teaching approaches is frequently limited by profession-specific understandings. As part of a quality improvement initiative focused on improving delivery of IPE offerings, this enquiry maps current regulatory and curricula requirements for IP practice to health professional students from 12 professions trained across Aotearoa New Zealand’s national vocational education provider.
Methods: Requirements for IP competency in national accreditation documents and in an operative teaching curricula were mapped for 12 professions, namely, clinical exercise physiology, counselling, massage, medical radiology, midwifery, nursing, occupational therapy, osteopathy, paramedicine, physiotherapy, social work, and sport and exercise science. A desk audit was conducted to identify the presence of core IP competencies for each profession. This involved a four-step process 1) Examination of regulatory standards for each profession to confirm IP requirements for each profession; 2) Examination of an operative curricula from each profession to identify the presence and translation of IP regulatory requirements to each of the profession-specific programs of study; 3) Mapping to identify within domains the core (common) IP competencies across the professions, and 4) Consideration of the similarities and differences between accreditation documents and curricula.
Results: Of 12 professions, 10 clearly identified IP competency as an expectation. Clinical Exercise Physiology and Counselling were exceptions with explicit requirement for IP competency not evident. Coordination and collaboration were the most identified competency domains in accreditation documents and curricula. In descending order of prevalence, communication, shared values, reflexivity, role-understanding, and teamwork were also identified requirements amongst the 10 professions with IP competency requirements.
Conclusion: The IP competencies identified as common across professions can be used to inform development of teaching and assessment. Greater alignment between teaching curricula and required competency standards in this area is recommended.
Details
- Title
- Do Regulatory and Curriculum Requirements for Interprofessional Practice Align?
- Authors
- Sharon Brownie (Corresponding Author) - Waikato Institute of TechnologyEma Tokolahi (Author) - Otago PolytechnicPatrick Broman (Author) - Waikato Institute of TechnologyMarrin Haggie (Author) - Waikato Institute of TechnologyPatrea Andersen (Author) - University of the Sunshine Coast, Queensland, School of Health - Nursing
- Publication details
- Journal of Multidisciplinary Healthcare, Vol.2013:16, pp.3675-3687
- Publisher
- Dove Medical Press Ltd.
- Date published
- 2023
- DOI
- 10.2147/JMDH.S438791
- ISSN
- 1178-2390
- Copyright note
- © 2023 The Author(s). This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution - Non Commercial (unported, v3.0) License. By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms.
- Grant note
- This project is supported by a Trust Waikato Community Impact Grant.
- Organisation Unit
- School of Nursing, Midwifery and Paramedicine - Legacy; Engage Research Lab
- Language
- English
- Record Identifier
- 99982897402621
- Output Type
- Journal article
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