www.hserc.ualberta.ca www.rehabilitation.ualberta.ca

Collaborative Practice:

RoleClari�cation

RoleClari�cation

INTEGRATION: Entry to Practice

Commu-nication

Patient-Centred

CareCollabo-ration

Commu-nication

Patient-Centred

CareCollabo-ration

Paslawski,T., Hatch, T., King, S., & McFarlane, L.

Innovations and opportunities for ongoing professional development

Clinician Opportunities Campus InnovationsUA IP Competency Framework

Continuing Competence Goal (CCG): Community Practice ExampleGoal: To demonstrate advanced skills in IP Collaboration by developing patient resources to support their involvement in IP care. Learning Activity 1: Collaborate with other team members to identify facilitators of, and barriers to, patient involvement.Learning Activity 2: Create working group to do literature review about patient involvement - with possible involvement of U of A Faculty. Learning Activity 3: Develop draft materials, resources, and /or procedures for review by program manager.

Continuing Professional Development: Goals based on high level Integration of competencies for individual development, or to support functioning within an IP team.

Continuing Competence Goal (CCG): Teaching and Learning ExampleGoal: To enhance knowledge of IP Collaboration and develop teaching skills in this context.Learning Activity 1: Provide shadowing experience for a student from another discipline.Learning Activity 2: Attend facilitator workshop to prepare to co-facilitate IPC course.Learning Activity 3: Co-facilitate IPC course.

Curriculum Development: Enhancement of IP Competencies in design of new curriculum in Department of Communication Sciences and Disorders.Teaching and Learning:ACSLPA representatives share knowledge with early learners at IP Launch.Clinicians: • Shareknowledgewithstudents

at IP Launch • Buildfacilitationskillsthrough

IPC course• Supportlearninganddevelop

teaching skills in clinical placements.

Enhancing collaborative practice requires engagement of, and partnerships across, academic, regulatory and practice sectors. The Interprofessional (IP) Learning Pathway can be used as a framework to develop, implement, evaluate and improve IP practice as illustrated by these examples from SLP practice in Alberta and SLP education at the University of Alberta.

Faculty ActivitiesCurriculum Development: A blended learning initiative has begun for the IPC course to allow for greater flexibility in teaching and learning and to support distance learning opportunities.Instructor Support: Virtual Interprofessional Education Resource (VIPER) Centre is an online portal that provides select IP resources for students, faculty members and clinical educators. www.hserc.ualberta.ca/en/TeachingandLearning/VIPER.aspx

Student ActivitiesIP Launch: Exposure to IP Competencies during ½ day event across Health Science Faculties. IP Collaboration (IPC) Course: Immersion in IP Competencies during course taken by all health science students. Education IP Seminar: Immersion in IP Competencies during case-based seminar with education students. Clinical Placements: Integration of IP Competencies during internal and external clinical placements in education and health-care settings.

Research/Evaluation: Workplace experiential learning projects developed and evaluated in collaboration with practice.

Research/Evaluation: Focus is on the student experience and their learning; educational models to support development of IP competencies, development and evaluation of modules to support development of collaborative practice skills.

Conclusion: Partnering across sectors builds capacity for collaborative practice. This capacity is realized through individual, team and program engagement in collaborative initiatives and continuing development of collaborative competencies.