Interprofessional Education Resources
Interprofessional Education (IPE) provides medical, nursing and rehabilitation therapy content and resources for interprofessional teaching, learning, and practice for health sciences students and faculty.
A listing of the Online Modules follows below
Compassionate Collaborative Care Module
Communication is an essential element in patient safety. The Timely Open Communication for
Patient Safety (TOC) project facilitates patient safety through improved communication to help
reduce the number and magnitude of patient safety incidents, oradverse events, at two critical times: admission to an institution and at discharge.
Many people link conflict with negative emotions and unpleasant events. As a result, conflict is typically unwelcome and perhaps unacknowledged by health care teams. Yet conflict is an unavoidable part of working closely with people and may result in detrimental effects for clients and team members when ignored or poorly managed. This module adopts a strength-based
approach to thinking about and managing conflict.
This module has been developed by the Office of Interprofessional Education & Practice and the
South Eastern Interprofessional Collaborative Learning Environment (SEIPCLE) project to introduce
a common understanding and language for collaborative practice to support the development of
improved collaboration within healthcare teams.
This module was developed to improve the patient safety around medication.
This module has been developed by the Office of Interprofessional Education & Practice and
the South Eastern Interprofessional Collaborative Learning Environment(SEIPCLE) project to
provide an opportunity to enhance your understanding of the patient/client role in health care
and to encourage greater patient/client participation.
This module has been developed by the Office of Interprofessional Education & Practice
and the South Eastern Interprofessional Collaborative Learning Environment(SEIPCLE)
project to assist clinical preceptors and sites in preparing for Interprofessional Clinical
Placements for students from a variety of professional backgrounds. It provides a
framework for the development of IP placements as well as practical tips and tools for
everyone involved in clinical education.
This module is an abbreviated version of the Interprofessional Collaboration module. It is designed to: define collaborative practice; identify members of a collaborative team; introduce interprofessional competencies; and highlight practice setting variables.
Teams are groups of people with complementary skills linked by a common purpose, a unified approach, a set of goals they wish to achieve and a standard to measure their performance.
This module is required preparation for students involved in the Applied Collaborative Practice Project at Queen's. It focuses on collaborative leadership and conflict resolution in teams.
Issues in Health Care: Communication for Patient Safety,
Issues in Health Care: Law in Interprofessional Health Care
Collaborative Practice Assessment Tool (CPAT) ©
Collaborative Practice is receiving increased attention as a model of health care delivery that positively influences the effectiveness and efficiency of patient care while improving the work environment of health care providers. Collaborative Practice has been described as a "process for communication and decision making that enables the separate and shared knowledge and skills of care providers to synergistically influence the client/patient care provided." (Way, Jones & Busing, 2000)
The Collaborative Practice Assessment Tool (CPAT) was designed to assess preceptions of constructs of collaborative practice identified in the literature. The CPAT survey includes 56 items across eight domains including: Mission, Meaningful Purpose, Goals; General Relationships; Team Leadership; General Role Responsibilities, Autonomy; Communication and Information Exchange; Community Linkages and Coordination of Care; Decision-making and Conflict Management; and Patient Involvement, in addition to open-ended questions.
The tool is intended for use in a variety of settings involving a diversity of health care providers with the aim of helping teams to identify professional development needs and corresponding educational interventions. The tool os designed to be completed by individual members, however, individual results are to be aggregated to create an understanding of overall team functioning as well as to protect anonimity. The results of two pilot tests have demonstrated that the CPAT is a valid and reliable tool for assessing levels of collaborative practice within teams. The results of pilot testing are available in the Journal of Interprofessional Care (2010, 25: 189-195).
The CPAT is not valid unless used in its original form and for the purpose of exploring seld-perceptions of a team or unit providing health care services. A demographics page, developed for research purposes, is available for optional use. For many teams interested in quality improvement and enhancing collaborative practice, collection of demographic data may not be necessary and omitting this page may increase the comfort level and honesty of respondents as well as the response rate of the form by ensuring anonymity.
This tool was developed through the Queen's University Inter-Professional Patient-Centred Education Direction (QUIPPED) research project, funded by Health Canada and piloted by the Office of Interprofessional Education & Practice (OIPEP) with funding from the Ontario Ministry of Health and Long-Term Care and the Ontario Ministry of Training, Colleges and Universities.
As of June 2016, the CPAT is available from Queen’s University as open access documents:
CPAT Scoring Guide
CPAT Optional Demographics Page
Please note that the CPAT has been translated into French, Taiwanese, and Japanese. As of June 2016, a German version was in progress. The available documents are provided below:
Queen's University Inter-professional Patient-centred Education Direction:
Queen's University Resources:
Queen's QSpace - Bracken Library:
Federation for Health Regulation:
Role Clarification and Regulatory College information
Canadian IPE Resources:
- Canadian Interprofessional Health Leadership Collaborative
- Interprofessional Resource Centre, Department of Family Medicine, McMaster University, 2010.
This resource website has been designed to provide you with a step by step approach to support your organization’s efforts in advancing interprofessional practice and education. There are six main areas of the website: (1) Preparing a supportive environment, (2) Committing to organizational champions, (3) Examining patient care services, (4) Interprofessional change, (5) Developing preceptorships, and (6) Evaluation.
- Health Canada Funded IECPCP Projects
- Institute of Interprofessional Health Sciences Education (IIHSE)
- Health Canada: Interprofessional Education for Collaborative Patient-Centred Practice (IECPCP)
- Canadian Interprofessional Health Collaborative (CIHC)
- A scoping review to identify organizational and education theories relevant for IPEP - October 2007
Inter-professional education abroad:
IPE at Social Policy and Social Work (SWAP) of the Higher Education Academy, UK
Rural Interprofessional Education (RIPE) Project, University of Melbourne
Center for Health Sciences Interprofessional Eduation, University of Washington
Overviews of IPE:
- Reeves, S., Abramovich, I., Rice, K., & Goldman, J. (2008). An environmental scan and literature review on interprofessionalcollaborative practice settings: Final report for Health Canada. University of Toronto: St. Michael’s Hospital.
- Barr, H. (2001). A Review: Interprofessional Education - Yesterday, Today and Tomorrow
- Myths and Opportunities - An Examination of the Impact of Discipline-Specific Accreditation on Interprofessional Education
Student IPE Initiatives: