CAIPE (2017) Interprofessional Practice Learning during Prequalifying Courses: Guidelines 2017

Interprofessional Practice Learning during Prequalifying Courses: Guidelines 2017

Prepared for CAIPE by Barr, H., Hutchings, M., Machin, A., Helme, M., Gray, R. & Reeves, S.

Introduction

These guidelines complement others from CAIPE for interprofessional education (IPE) (CAIPE, 2016). All prequalifying courses approved by regulatory bodies integrate theoretical and practice based learning to prepare students for safe, evidence based practice in their chosen profession.  Practice learning does not only take place in a practice placement environment.  Classroom based learning often focuses on learning about and preparing students for practice. Interprofessional practice learning (IPPL) is no exception. To be effective, it needs to provide opportunities for students to engage actively, holistically and collaboratively in a variety of immersive experiences anticipating the kinds of encounters they will experience in their professional practice (Hutchings &Loftus, 2012).

Responsibility for planning and implementing IPPL rests jointly with universities and practice placement providers. Partnership working between them is essential to ensure that students have high quality professional and interprofessional experiences, optimising satisfaction and achieving theory and practice related learning outcomes. Developed thus, IPPL becomes an integral part of incremental curricula that ensure that students acquire knowledge and skills for interprofessional practice delivered in the classroom and on placement in response to their evolving needs throughout their qualifying courses, accessing a multiplicity of resources including simulated and technology enhanced learning and facilitated by skilled, enthusiastic practitioners assigned responsibility for the students’ learning.

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