Profile
International Journal of Nursing & Clinical Practices Volume 3 (2016), Article ID 3:IJNCP-197, 4 pages
http://dx.doi.org/10.15344/2394-4978/2016/197
Expert Opinion
Interprofessional Education: The CA-IPERA Model for Learning

Nassrine Noureddine1*, Darla K. Hagge2, Debra Brady3 and William Ofstad3

1Department of Nursing, California State University Sacramento, USA
2Department of Speech-Language Pathology & Audiology, California State University Sacramento, USA
3Department of Nursing, California State University Sacramento, USA
Dr. Nassrine Noureddine, Department of Nursing, California State University Sacramento, USA; E-mail: noureddinen@csus.edu
13 June 2016; 05 September 2016; 07 September 2016
Noureddine N, Hagge DK, Brady D, Ofstad W (2016) Interprofessional Education: The CA-IPERA Model for Learning. Int J Nurs Clin Pract 3: 197. doi: http://dx.doi.org/10.15344/2394-4978/2016/197

Abstract

According to multiple national and international policies, interprofessional education and practice is a necessary component to break the silos in health care services, as well as improve patient safety and health outcomes. As a result, interprofessional education is quickly becoming the accreditation standard for multiple healthcare disciplines including medicine, nursing, pharmacy, physical therapy and speech-language pathology. In addition to developing curriculum that is highly engaging while also preparing students to address the challenges of providing safe and effective care to increasingly ill patients, health care educators must also design, refine, and embed interprofessional education activities into an often impacted program. This article will provide a brief background of interprofessional education, current accreditation expectations across healthcare disciplines and discuss the development of the California-Interprofessional Education Research Academy Model.