Interprofessional education development: A road map for getting there


Improvement of relationships among health clinicians is important for reducing adverse clinical outcomes. To improve clinician relationships, the relationship development process is best initiated during health professional education, rather than “refitting” the interrelationship model learned during the health education process. While Interprofessional Education (IPE) has been identified as an effective model to fill the gap for both education and practice, IPE requires moving to an integrative curricular approach with a strong practice component. As a developmental process, IPE implementation faces challenges at every stage. The Interprofessional Education Development: The Roadmap for Getting There article describes the five stages of IPE, discusses important components of creating an IPE culture, suggests strategies for overcoming the challenges for each stage, and describes signs related to achievement of the five developmental stages of IPE.

Share and Cite:

Masten, Y. , Acton, C. , Ashcraft, A. and Esperat, C. (2013) Interprofessional education development: A road map for getting there. Open Journal of Nursing, 3, 323-329. doi: 10.4236/ojn.2013.33044.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Institute of Medicine (2003) Health professions education: A bridge to quality. The National Academies Press, Washington DC.
[2] Finkelman, A.W. and Kenner, C. (2009) Teaching IOM: Implications of the Institute of Medicine reports for nursing education.
[3] Buring, S.M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L. and Westberg, S. (2009) Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73, 59. doi:10.5688/aj730459
[4] Blue, A.V., Mitcham, M., Smith, T., Raymond, J. and Greenberg, R. (2010) Changing the future of health professions: Embedding interprofessional education within an academic health center. Academic Medicine, 85, 1290-1295
[5] Institute of Medicine (2000) To err is human: Building a safer health system. The National Academies Press, Washington DC.
[6] Institute of Medicine (2001) Crossing the quality chasm: A new health system for the 21st century. The National Academies Press, Washington DC.
[7] Organization, World Health (1988) Learning together to work together for health. Report of a WHO study group on multiprofessional education of health personnel: The team approach. WHO Technical Report Series, 769, 3-72.
[8] University of Toronto Faculty of Medicine (2013) Continuing education and professional development website—Better education, better outcomes.
[9] Accreditation of Interprofessional Health Education, [AIPHE] (2011) Interprofessional Health Education Accreditation Standards Guide.
[10] Institute of Medicine (2013) Interprofessional education for collaboration: Learning how to improve health from interprofessional models across the continuum of education to practice: Workshop summary. The National Academies Press, Washington DC.
[11] D’amour, D. and Oandasan, I. (2005) Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept. Journal of Interprofessional Care, 19, 8-20. doi:10.1080/13561820500081604
[12] Interprofessional Education Collaborative Expert Panel (2011) Core competencies for interprofessional collaborative practice: Report of an expert panel.
[13] Gilbert, J.H. (2005) Interprofessional education for collaborative, patient-centred practice, Nursing Leadership (Toronto Ontario), 18, 32-36.

Copyright © 2023 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.