Authors: Clara Haruzivishe, Shalote Chipamaunga.
Introduction: When individuals of different professions learn together, the experience can change their attitudes, and reduce stereotypes between professions within the medical field. Interprofessional Education (IPE) is increasingly being recognised as a valuable tool of training health professionals to improve health care and patient outcomes.
Methods: Key tenets of Walker and Avant’s eight step concept analysis method was used (Walker and Avant, 2005). A search of literature was carried out to review the varying definitions of IPE and collaborative practice. Literature was sought from dictionaries, PubMed and Google scholar.
Results: IPE occurs when there is 1) Active involvement by two or more members of a health care team; 2) experiential learning and socialization process; 3) participants learn with, from, and about one another; 4) andragogic experiences; 5) a knowledge and value sharing process, and; 6) collaborative patient-centred care. Antecedents of IPE includes issues related to patient safety and quality of care. In order for IPE to occur, there must be willingness on the part of all health care professionals to change the way they educate and practice. Interprofessional learning is the most important and direct consequence of the process of IPE. Students trained in an IPE approach use effective communication understand their roles and responsibilities, have increased mutual respect and trust, and increased job satisfaction and subsequently impact patient outcomes positively.
Discussion: The goal in IPE is to develop health professionals to be competent collaborative patient-centered
practitioners. Students will be more likely to become collaborative interprofessional team members who show
respect and positive attitudes towards each other thus improving patient outcomes. If the seven principles of IPE
exist then there is a higher chance that the programme being implemented is IPE.