IPE Accreditation Standards

Accreditation Commission for Education in Nursing (ACEN)

Standard 4: Curriculum
The curriculum supports the achievement of the end-of-program student learning outcomes for each nursing program type, and additionally for graduate programs, the role-specific nursing competencies; and is consistent with safe practice in contemporary healthcare environments.

Criterion 4.7
Emphasizing the role of the nurse at the educational level for which students are being prepared, the curriculum incorporates contemporary concepts in all learning environments, including, but not limited to:

a. diversity, equity, inclusion, and/or social determinants of health;

b. evidence-based practice, research, and/or scholarship;

c. information literacy;

d. interprofessional collaboration and delegation; and

e. professional identity and scope of practice.

Glossary:

Interprofessional: Sharing of information among two or more healthcare professionals from different disciplines who are working together as a team with a common purpose and mutual respect to improve patient outcomes.
Interprofessional –

Commission on Collegiate Nursing Education (CCNE)

Standard III: Program Quality – Curriculum and Teaching-Learning Practices
The curriculum is developed in accordance with the program’s mission, goals, and expected student outcomes. The curriculum reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected student outcomes. The environment for teaching-learning fosters the achievement of expected student outcomes.  

III-H: The curriculum includes planned clinical practice experiences that:
Enable students to integrate new knowledge and demonstrate attainment of program outcomes; foster interprofessional collaborative practice; and are evaluated by faculty.

Elaboration:
To prepare students for a practice profession, each track in each degree program and each track in the post-graduate APRN certificate program affords students the opportunity to develop professional competencies and to integrate new knowledge in practice settings aligned to the educational preparation. Clinical practice experiences include opportunities for interprofessional collaboration. Clinical practice experiences are provided for students in all programs, including those with distance education offerings. Clinical practice experiences align with student and program outcomes. These experiences are planned, implemented, and evaluated to ensure students are competent to function as members of interprofessional teams at the level for which they are being prepared.

Programs that have a direct care focus (including, but not limited to, post-licensure baccalaureate and nurse educator tracks) provide direct care experiences designed to advance the knowledge and expertise of students in a clinical area of practice.  

Supporting Documentation for Standard III:
The supporting documentation listed below is included in the self-study document or provided for review on site. CCNE recognizes that reasonable alternatives exist when providing documentation to address the key elements.

8. Examples of clinical practice experiences that prepare students for interprofessional collaborative practice.

Commission on Dental Accreditation (CODA)

Collaboration with other Health Care Professionals
Access to health care and changing demographics are driving a new vision of the health care workforce. Dental curricula can change to develop a new type of dentist, providing opportunities early in their educational experiences to engage allied colleagues and other health care professionals. Enhancing the public’s access to oral health care and the connection of oral health to general health form a nexus that links oral health care providers to colleagues in other health professions. Health care professionals educated to deliver patient-centered care as members of an interdisciplinary team present a challenge for educational programs. Patient care by all team members will emphasize evidence-based practice, quality improvement approaches, the application of technology and emerging information, and outcomes assessment. Dental education programs are to seek and take advantage of opportunities to educate dental school graduates who will assume new roles in safeguarding, promoting, and care for the health care needs of the public.

Standard 2-20
Graduates must be competent in communicating and collaborating with other members of the healthcare team to facilitate the provision of health care.

Intent
In attaining competence, students should understand the roles of members of the health care team and have educational experiences, particularly clinical experiences, that involve working with other healthcare professional students and practitioners. Students should have educational experiences in which they coordinate patient care within the health care system relevant to dentistry.

Accreditation of Colleges of Osteopathic Medicine: COM Continuing Accreditation Standards (COCA)

Standard 5.1: Professionalism
A COM must ensure that the learning environment of its osteopathic medical education program is conducive to the ongoing development of professional behaviors in its osteopathic medical students, faculty, and staff at all locations and is one in which all individuals are treated with respect. This should also include exposure to aspects of patient safety, cultural competence, and interprofessional collaborative practice.  

Submission: 

Provide a copy to the COM’s professionalism policies and procedures and link to where the documents are published. 

1. Provide a list of the membership of the committee that addresses issues of professionalism and ethics. 

2. Provide a published description and charge of the committee that addresses issues of professionalism and ethics. 

Standard 6.8: Interprofessional for Collaborative Practice
In each year of the curriculum, a COM must ensure that the core curriculum prepares osteopathic medical students to function collaboratively on health care teams, adhering to the IPEC core competencies, by providing learning experiences in academic and/or clinical environments that permit interaction with students enrolled in other health professions degree programs or other health professionals.  

Submission:  

1. Provide a description of the COM’s delivery of its curriculum, that includes the COM’s preparation of students to function collaboratively on health care teams by providing learning experiences in academic and/or clinical environments that permit interaction with students enrolled in other health professions degree programs or other health professionals. Not to exceed 250 words. 

2. A curriculum map demonstrating how the content of these courses is delivered must be made available during any site visit.  

Glossary Term
Interprofessional Education (IPE) – When students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes. (World Health Organization, 2010). 

Osteopathic Considerations for Core Entrustable Professional Activities (EPAs) for Entering Residency 

EPA 9
Collaborate as a member of an interprofessional team.

Accreditation Council for Pharmacy Education (ACPE)

Standard 3: Approach to Practice & Care
The program must impart to the graduate the knowledge, skills, abilities, behaviors and attitudes necessary to solve problems; educate, advocate and collaborate, working with a broad range of people; recognize social determinants of health; and effectively communicate verbally and nonverbally. 

Key Elements: 

3.4. Interprofessional Collaboration – the graduate is able to actively participate and engage as a healthcare team member by demonstrating mutual respect, understanding, and values to meet patient care needs

Standard 11: Interprofessional Education
The curriculum prepares all students to provide entry-level, patient-centered care in a variety of practice settings as a contributing member of an interprofessional team. In the aggregate, team exposure must include prescribers, as well as other healthcare professionals. 

Key Elements: 

11.1. Interprofessional team dynamics – All students demonstrate competence in interprofessional team dynamics, including articulating the values and ethics that underpin interprofessional practice, engaging in effective interprofessional communication including conflict resolution, documentation skills, and honoring interprofessional roles and responsibilities.  IP team dynamics are introduced, reinforced, and practiced in the didactic and introductory pharmacy practice experience (IPPE) components of the curriculum and competency is demonstrated in the advanced pharmacy practice experience (APPE) practice settings. 

11.2. Interprofessional team education – To advance collaboration and quality of patient care, the didactic and experiential curricula include opportunities for students to learn about, from, and with other members of the interprofessional healthcare team.  Through interprofessional education activities, students gain an understanding of the abilities, competencies, and scope of practice of team members.  Some, but not all, of these educational activities may be simulations.   

11.3. Interprofessional team practice – All students competently participate as a healthcare team member in providing direct patient care and engaging in shared therapeutic decision-making.   They participate in experiential educational activities with prescribers/student prescribers and other student/professional healthcare team members, including face-to-face interactions that are designed to advance interprofessional team effectiveness.

Standard 13: Advanced Pharmacy Practice Experience Curriculum
A continuum of required and elective APPE is of the scope, intensity, and duration required to support the achievement of the Educational Outcomes articulated in Standards 1-4 and within Appendix 2 to prepare practice-ready graduates. APPEs integrate, apply, reinforce, and advance the knowledge, skills, attitudes, abilities, and behaviors developed in the Pre-APPE curriculum and in co-curricular activities. 

Key Elements: 

13.3. Interprofessional experiences – In the aggregate, students must gain in-depth experience in delivering direct patient care as part of an interprofessional team.

Commission on Accreditation in Physical Therapy Education (CAPTE)

Standard 6: The program has a comprehensive curriculum plan.

Required Elements:
6F – The didactic and clinical curriculum includes interprofessional education, and learning activities are directed toward the development of interprofessional competencies including, but not limited to, values/ethics, communication, professional roles and responsibilities, and teamwork.

Standard 7: The curriculum includes content, learning experiences, and student testing and evaluation processes designed to prepare students to achieve educational outcomes required for initial practice in physical therapy and for lifelong learning necessary for functioning within an ever-changing health care environment.

Required Elements:
Professional Ethics, Values, and Responsibilities
7D7 -Communicate effectively with all stakeholders, including patients/clients, family members, caregivers, practitioners, interprofessional team members, consumers, payers, and policymakers.

Management of Care Delivery
7D28 – Manage the delivery of the plan of care that is consistent with professional obligations, interprofessional collaborations, and administration policies and procedures of the practice environment.

Participation in Health Care Environment
7D37 – Assess and document safety risks of patients and the healthcare provider and design and implement strategies to improve safety in the healthcare setting as an individual and as a member of the interprofessional healthcare team.

7D39 – Participate in patient-centered interprofessional collaborative practice.

Accreditation Council for Education in Nutrition and Dietetics (ACEND)

Standard 3: Curriculum and Learning Activities
3.2 Domain 2. Professional Practice Expectations: Beliefs, values, attitudes, and behaviors for the nutrition and dietetics practitioner level of practice.

Competencies
Upon completion of the program, graduates are able to:

CRDN 2.3 Demonstrate active participation, teamwork and contributions in group settings.
CRDN 2.4 Function as a member of interprofessional teams.
CRDN 2.5 Work collaboratively with NDTRs and/or support personnel in other disciplines.
CRDN 2.8 Demonstrate negotiation skills.

Council on Education for Public Health (CEPH)

Standard D.17 Policy & Programs
Propose interprofessional and/or intersectoral team approaches to improving public health.

Standard D.21. Interprofessional and/or Intersectoral Practice
Integrate perspectives from other sectors and/or professions to promote and advance population health

Elaboration:
This competency requires direct engagement (in-person or online) between the student and an individual or individuals in a profession or sector other than public health; students must combine the external sector/profession’s perspective and/or knowledge with their own public health training to complete a task, solve a problem, etc.. Role-playing, in which public health students assume the identity of an individual from another profession or sector to which they do not already belong, is not an acceptable substitute for actual engagement with an individual or individuals from a profession or sector outside of public health.

Standard E.3 Faculty Instructional Effectiveness
School – or program – level outcomes

• Courses that are team-taught with interprofessional perspectives
• Courses that involve community-based practitioners
• Courses that integrate service-learning, as defined by the school or program

Accreditation Council for Occupational Therapy Education (ACOTE)

Preamble
Be prepared to effectively communicate and work interprofessionally with those who provide care for individuals and/or populations in order to clarify each member’s responsibility in executing components of an intervention plan.

Standard B.4.8
Interpret the evaluation data in relation to accepted terminology of the profession and explain the findings to the interprofessional team.  

Standard B.4.23
Identify occupational needs through effective communication with patients, families, communities, and members of the interprofessional team in a responsive and responsible manner that supports a team approach to the promotion of health and wellness

Standard B.4.25
Demonstrate knowledge of the principles of interprofessional team dynamics to perform effectively in different team roles to plan, deliver, and evaluate patient- and population-centered care as well as population health programs and policies that are safe, timely, efficient, effective, and equitable.  

Standard B.4.28
Develop a plan for discharge from occupational therapy services in collaboration with the client and members of the interprofessional team by reviewing the needs of the client, caregiver, family, and significant others; available resources; and discharge environment.  

Glossary of Terms:
INTERPROFESSIONAL COLLABORATIVE PRACTICE: “Multiple health workers from different professional backgrounds provide comprehensive services by working with patients, families, carers, and communities to deliver the highest quality of care” (WHO, 2010).

INTERPROFESSIONAL EDUCATION:When two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes (WHO, 2010).  

“An educational activity that occurs between two or more professionals within the same discipline, with a focus on participants to work together, act jointly, and cooperate” (Jung et al., 2010, p. 235). 

National Accrediting Agency for Clinical Laboratory Sciences (NAACLS)

Standard VIII CG: Curriculum Requirements
A.3 Instructional Areas – Principles of interpersonal and interdisciplinary communication and team-building skills and the significance of continuing professional development.