A Scaffolded Framework for Interprofessional Competencies: Mapping and Tracking IPE Activities

There is a growing body of research supporting SimIPE as an effective way for students to achieve IPEC Core Competencies (Granheim et al., 2018; Labrague et al., 2018; Marion-Martins & Pinho, 2020; Welsch et al., 2018). However, limited literature exists on how to scaffold experiences to support the development of interprofessional competencies among healthcare learners. Additionally, limited literature exists on the appropriate level of "dosing" of interprofessional learning experiences to support preparation for interprofessional practice.

A Delphi study was completed to map the 2023 Interprofessional Education Collaborative (IPEC) Competencies to a scaffolded framework aligned with Miller's pyramid of "knows how," "shows how," and "does" (Miller, 1990). The resulting framework produces an opportunity for programs to scaffold student interprofessional learning activities. This seminar will provide attendees with recommendations for mapping IPEC competencies to learning activities and designating learning activities at scaffolded levels of interprofessional knowledge and skill. Attendees will be provided with tools and templates to organize IPE learning activities to allow for a scaffolded approach to interprofessional learning outcomes. In addition, a variety of tracking mechanisms to evaluate engagement, student perceptions of interprofessional competency, and attainment of student learning outcomes will be provided.

The framework presented in this session can be utilized across institutions and programs to design research studies examining the impacts of interprofessional learning activities at different levels of learning (e.g., "knows how," "shows how," and "does"). Based on that new evidence, programs and institutions will be able to better ascertain the dosing levels to best prepare students for interprofessional practice.

After attending this session, the learner will be able to:
1. Map interprofessional experiences to a scaffolded framework of IPEC competencies based on the framework developed through the Delphi process.
2. Identify key strategies for mapping and tracking interprofessional learning activities within and across healthcare programs.
3. Describe assessment tools that can be utilized to measure engagement, student perceptions, and student outcomes of IPE activities.

Granheim, B. M., Shaw, J. M., & Mansah, M. (2018). The use of interprofessional learning and simulation in undergraduate nursing programs to address interprofessional communication and collaboration: An integrative review of the literature. Nurse Education Today, 62, 118–127. CINAHL Plus with Full Text. https://doi.org/10.1016/j.nedt.2017.12.021

Labrague, L. J., McEnroe – Petitte, D. M., Fronda, D. C., & Obeidat, A. A. (2018). Interprofessional simulation in undergraduate nursing program: An integrative review. Nurse Education Today, 67, 46–55. CINAHL Plus with Full Text. https://doi.org/10.1016/j.nedt.2018.05.001

Marion-Martins, A. D., & Pinho, D. L. M. (2020). Interprofessional simulation effects for healthcare students: A systematic review and meta-analysis. Nurse Education Today, 94, N.PAG-N.PAG. CINAHL Plus with Full Text. https://doi.org/10.1016/j.nedt.2020.104568

Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine., 65(9 Suppl), S63–S67. https://doi.org/10.1097/00001888-199009000-00045

Welsch, L. A., Hoch, J., Poston, R. D., Parodi, V. A., & Akpinar-Elci, M. (2018). Interprofessional education involving didactic TeamSTEPPS® and interactive healthcare simulation: A systematic review. Journal of Interprofessional Care, 32(6), 657–665. CINAHL Plus with Full Text. https://doi.org/10.1080/13561820.2018.1472069