Interprofessional Education Sustainability

The challenges of developing and sustaining IPE programs in higher education settings should not be downplayed. It can be hard to make progress within an institutional structure that has traditionally perpetuated discipline-specific structures and decision-making processes and is historically very slow to change (Lewin, 1996). It is not feasible to rely on a few individuals or department champions to sustain an entire IPE program. Continued support from the institution through the allocation of resources and participation from faculty, practitioners, hospital executives, and others is crucial to your success.

Simply put, for an IPE intervention to be sustained, here are the critical factors:

1. IPE infrastructure to continue engaging students. IPE competencies must be created that are customized for your local environment’s needs and are aligned with current nursing accreditation requirements. These competencies must then be weaved into the curricula of all participating programs to guarantee that IPE is prioritized in courses and activities for students (IPEC, 2011).

2. Commitment of time and effort from individuals and entities across the learning spectrum, senior leaders, faculty, staff, practitioners, and students. Leaders within each category need to commit to championing interprofessional education in their local contexts (WHO, 2010).

3. Financial model and reliable funding sources to cover costs associated with interprofessional education. The commitment of internal and external resources ensures supplies for programming can be acquired, faculty development can be supported, and IPE personnel are compensated for their work (Thommes, 2004).

4. Program revision process with reliable evaluation tools for measuring program effectiveness. Once the data are collected and analyzed, there should be a willingness and ability to implement changes (Schmitz & Cullen, 2015).

5. Faculty development so faculty can effectively design and deliver IPE programming. This way, faculty can adequately coach students through collaborative team practice using standardized, high quality methods (Hall & Zierler, 2015)

6. Centralized group for the coordination of IPE programming to facilitate collaborative efforts involving separate professional departments. A staff dedicated to IPE can develop the program, from one characterized by occasional isolated activities to an established, regulated curriculum (Brashers et al., 2015).

54 7. Diverse array of authentic IPE programs that respond to local environmental needs utilizing different learning formats, such as didactic, simulation, clinical observation, and clinical practice for different IPE proficiency levels (Loversidge &

Demb, 2015).

8. Ongoing coaching for participants after training when they initially enter or return to practice environments. Coaches model correct behavior, provide feedback, and champion patient-centered team-based care in their environment (AHRQ, 2014a).

The National League for Nursing hopes this toolkit will serve as a valuable resource for you, wherever you currently are in your interprofessional education endeavors. As we work together to shape the future of nursing education and advance the health of our nation, we wish you the best of luck.

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