Assignment: The United States and Canada Approach on Interprofessional Competencies: Reflection Paper

Assignment: The United States and Canada Approach on Interprofessional Competencies: Reflection Paper

Assignment: The United States and Canada Approach on Interprofessional Competencies: Reflection Paper

The United States and Canada Approach on Interprofessional Competencies

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The United States and Canada Approach on Interprofessional Competencies

Healthcare organization should aim at ensuring that it integrates interprofessional competencies for their success. Hence, these healthcare organizations should consider the main factors that encourage communication and healthcare providers’ collaboration to achieve the best patient’s overall outcome and increase employees’ job satisfaction. That is because interprofessional competencies help the healthcare workers to respect each other’s work and understand their roles for service provision and performance improvement. Therefore, the paper will compare and contrast the United States and Canada’s interprofessional collaboration initiatives. Also, the paper will evaluate the interprofessional competency I resonate with more and how Us and Canada’s healthcare information system structures.

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US and Canada Interprofessional Comparison and Contrast Healthcare Competencies

Comparison

The United States and Canada’s interprofessional competencies aim at achieving healthcare professionals’ composition, skills, and functionality. The Canadian Interprofessional Health Collaborative (CIHC) and the US’s Interprofessional Education Collaborative (IPEC) have similar objectives in ensuring that accountability, assertiveness, communication, autonomy, and cooperation exist among the interprofessional healthcare providers (McGill, 2021; The University of New Mexico, 2016)

Contrast

The CIHC  goals promote collaborative leadership, role clarification, interprofessional conflict resolution, team functioning, community, family, client, and patient-centered care (McGill, 2021). On the other hand, IPEC’s main goal is to ensure that interprofessional competencies broaden to cater to healthcare cost reduction, population health, and patient experiences improvement (The University of New Mexico, 2016). Also, the other goals that align with IPEC include reaffirming the core competencies and their sub-competencies impacts and value and interprofessional cohesiveness.

The other contrast in the countries’ interprofessional practices is in the years they were initiated. Six health professional associations established the United State’s IPEC in 2009 to advance interprofessional learning experiences. On the other hand, the Accreditation of Interprofessional Health Education initiative initiated the CIHC in 2010.

Interprofessional Competency I Resonate With More

I resonate with the United States’ Interprofessional Competency more due to exposure to practicums and conducting the triple Aim evaluation. For instance, during the practicums, one must collaborate with the nurses to ensure that the patient receives the best care to improve their overall well-being. For triple Aim evaluation, one learns the need to involve an evidence-based evaluation to improve patient outcomes. In that regard, I believe that the two countries’ system structure greatly influences written competencies since it involves various higher education institutions. That can be evidenced by the revised editions of the interprofessional competencies in both countries, whose aim is to ensure the impact on collaborative learning experiences.

Reflection

From the National Interprofessional Competency Framework Self-Assessment, I have realized my areas of weakness and strength in interprofessional practices. From the knowledge I have gained as a student, I have always considered role clarification, community /family/client/ patient-centered Care, collaborative leadership, team functioning, interprofessional conflict management, and communication (Ipcontherun, 2014). However, in each domain, I find myself not constantly doing what I feel that I need to improve before I transition into full practice. For instance, in role clarification, I rarely access the knowledge and skills of others while consulting, which might risk my practice in the future through being provided with the wrong information. Also, during interprofessional conflict management, I have realized that my main weakness is understanding and knowing conflict strategies and setting guidelines appropriate in addressing disagreements. From these weaknesses, I believe that I can improve on them by consulting the supervisors and also carrying out research on case studies that intends to solve interprofessional issues. However, it will also be necessary to ensure that I have increased my knowledge of dealing with each domain to avoid missing some indicators.

Conclusion

Interprofessional competencies are essential, as indicated by the US and Canada’s effort to integrate these competencies with learning institutions to increase students’ experiences. Also, through the interprofessional self-assessment, it becomes easier to acknowledge one’s strengths and weaknesses for improvement purposes.

References

McGill (2021). Canadian Interprofessional Health Collaborative (CIHC) framework. https://www.mcgill.ca/ipeoffice/ipe-curriculum/cihc-framework

The University of New Mexico (2016). Core Competencies for Interprofessional Collaborative Practice. https://hsc.unm.edu/ipe/resources/

Ipcontherun (2014). National Interprofessional Competency Framework Self-Assessment. http://www.ipcontherun.ca/wp-content/uploads/2014/06/National-Framework-Self-Assessment-Tool.pdf

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it is clear from the work of IOM, the Interprofessional Education Collaborative, the Joint Commission (2008), and others that the ability to collaborate successfully across disciplines in health care is critically important. Thus, it behooves each of us to work to improve our skills in this regard.

First, you have two different sets of interprofessional competencies:

1.The initiatives from the IPE Collaborative from the U.S.: Core Competencies for Interprofessional Collaborative Practice (Links to an external site.)

  1. The initiatives from The Canadian Interprofessional Health Collaborative (CIHC) framework(Links to an external site.)

Review these two lists of competencies and compare and contrast them. Which set of competencies resonates with you more? Why? Do you think the different healthcare system structures in these two countries, influence the competencies as written? In what way?

Then, use the National Interprofessional Competency Framework Self-Assessment (Links to an external site.) to evaluate your current level of this critically important skill. Complete the self-assessment and briefly discuss your results in your reflection paper. For each sub-section of the self-evaluation (role clarification, team functioning, etc.), record how many “never”, “rarely”, etc. responses you checked. Reflect on your results. Consider your current level and how you can maintain your strengths and improve your weaker skills during your graduate program. How can your faculty and colleagues assist you in these endeavors?

Review the Reflection Paper Rubric to ensure you have met all the criteria.
(Links to an external site.)

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Rubric

MSN 6502 Reflection Paper Rubric (1)

MSN 6502 Reflection Paper Rubric (1)
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeReflection
100 pts

In-depth engagement with the topic is demonstrated. The posting is coherent, focused, and integrated. Deep analysis is present and multiple perspectives are considered.

92 pts

Clear engagement with topic demonstrated. A few other perspectives appear to be considered. The blog posting is focused and attempts to integrate and analyze are noted.

86 pts

Moderate engagement with topic and some reflection noted. Blog post has some focus and there is some analysis based on evidence and/or examples. Some connections between ideas but not fully developed

80 pts

Minimal engagement with topic noted. Posting is mostly descriptive in nature with no consideration of alternative perspectives and limited, if any, connections made between ideas.

74 pts

No evidence of student engagement with the topic. Posting lacks focus

100 pts
Total Points: 100

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