Date of Paper/Work
Type of Paper/Work
Master of Arts in Nursing
Clinical education of allied health students has changed dramatically, but has not kept pace with changes in health care practice and the needs of health care consumers in the United States (IOM, 2003). A summit report, “Health Professions Education: Bridging the Quality Chasm” (IOM, 2003) says education for health professions is in need of a major overhaul. A key concept developed during the summit and offered as an overarching vision for all programs and institutions engaged in the clinical education of health professionals is the following:
“All health professionals should be educated to deliver patient-centered care as members of an interdisciplinary team, emphasizing evidence-based practice, quality improvement approaches, and informatics” (IOM, 2003, p. 45).
Interprofessional collaboration is increasingly called for as an initiative that will improve health care quality, safety, and value (D’Amour, Ferrada-Videla, & Rodriguez, et al, 2005). Interprofessional education (IPE) occurs when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes (WHO, 2010). However, much of the education of pre-licensure health professionals still takes place in “silo-ed” schools of health, where future doctors, nurses, physical, occupational, and respiratory therapists, social workers and other health providers are trained in separate classrooms.
Tice, Maria. (2014). Building Collaboration and Competence: Peer Assisted Learning and the Interprofessional Education of Allied Health Students. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/ma_nursing/75