IPE/ICP Accreditation Standards

In recognition of the inconsistency across accrediting bodies on IPE/ICP standards, the Health Professions Accreditors Collaborative (HPAC) released Guidance on Developing Quality Interprofessional Education for the Health Professions to provide additional guidance to institutions on implementing quality IPE. Specifically, HPAC adopted shared terminology, definitions, and competencies for IPE and ICP across the 25-member accreditors of HPAC.

As stated in the report, the goals of the guidance are to:¹

• Facilitate the preparation of health professional students for interprofessional collaborative practice through accreditor collaboration
• Provide consensus guidance to enable institutions to develop, implement, and evaluate systematic IPE approaches and IPE plans.

Endorsing HPAC members support the World Health Organization definition of interprofessional education defined as, “when students from two or more profession learn about, from and with each other to enable effective collaboration and improve health outcomes” (WHO, 2010), as well as student attainment of the four core competencies for interprofessional collaborative practice: Values/Ethics for Interprofessional Practice, Roles/Responsibilities, Interprofessional Communication, and Teams and Teamwork.²

For more information, please refer to this link to access HPAC IPE resources.

[1] Health Professions Accreditors Collaborative. (2019). Guidance on developing quality interprofessional education for the health professions. Chicago, IL: Health Professions Accreditors Collaborative.

[2] Interprofessional Education Collaborative (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative.

Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM), 2026 CAHIIM ACCREDITATION STANDARDS WITH COMPLIANCE GUIDE

The new set of CAHIIM 2026 Health Information Management Accreditation Standards Appendix A includes competencies and performance indicators related to interprofessional collaboration.  Below is an excerpt from the Competence Assessment Criteria for Health Data and Information Management Professionals and Leaders – 2026 Baccalaureate Degree

10.2 Interprofessional Collaboration (does)

10.2.1 Identify professionals with legal authority to access electronic health records and their professional obligations to document patient care services. (knows)

10.2.2 Seek and incorporate different perspectives to co-create goals and objectives. (does)

10.2.3 Develop health information management training for various individuals, groups and populations. (does)

10.2.4. Serve as a resource and subject matter expert to the inter- and intra-disciplinary team. (does)

10.2.5 Recognize interprofessional dynamics and their influence on HIM processes. (shows)

Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM), 2022 Health Informatics Accreditation Standards

Preamble:
The program graduate is expected to demonstrate knowledge, skills, and attitudes/abilities that exist in Foundational Domains F4-F10.

F9 Interprofessional Collaborative Practice
Interprofessional Collaborative Practice (ICP) refers to the shared, coordinated work among peers from different professions in order to achieve a common goal or mission. The work may range from local projects to those on a national and international scale, and should be performed in an ethical manner that involves honesty, integrity, trust, and respect. Part of this domain is teamwork and team science, which involves drawing on individual team members’ strengths and expertise and assigning designated roles and methods to achieve the goals and mission. ICP requires effective communication skills. In summary, the domain requires mastery of values/ethics, roles/responsibilities, interprofessional communication, and team/teamwork.

Knowledge
At the time of graduation from an applied master of science in health informatics program, the graduate student should be able to….
Define and discuss the scope of practice and roles of different health professionals and stakeholders including patients, as well as the principles of team science and team dynamics to solve complex health and health information problems.

Skills
At the time of graduation from an applied master of science in health informatics program, the graduate student should be able to….
Apply relationship‐building skills and the principles of interprofessional communication in a responsive and responsible manner that supports a team approach to solve complex health and health information problems.

Attitude/Abilities
At the time of graduation from an applied master of science in health informatics program, the graduate student should be able to….
Recognize the importance of mutual respect and shared values, as well as one’s own role, the role of other professions and stakeholders including patients, and the role of teamwork and team science to solve complex health and health information problems.

2026 Master’s Degree Competency: 10.2 Interprofessional Collaboration 

The new set of CAHIIM 2026 Health Information Management Accreditation Standards Appendix A  includes competencies and performance indicators related to interprofessional collaboration.  Below is an excerpt from the Competence Assessment Criteria for Health Data and Information Management Professionals and Leaders – Masters Degree

Performance Indicators:

• 10.2.1 Lead inter-and intra-professional collaboration to achieve common goals and shared vision. (does)
• 10.2.2 Facilitate constructive interactions with team members and internal and external partners. (does)
• 10.2.3 Recognize interprofessional dynamics and their influence on HIM processes. (does)
• 10.2.4 Act as a mentor to support the professional growth and competence of others. (does)
• 10.2.5 Co-create culturally safe environments to promote authentic relationships. (does)
• 10.2.6 Navigate political and cultural systems within an organization to achieve a specific goal efficiently and effectively. (shows)

Accreditation Council for Education in Nutrition and Dietetics (ACEND), 2022 Accreditation Standards for Nutrition and Dietetics Coordinated Programs, Effective June 1, 2022.

Standard 3: Curriculum and Learning Activities

Required elements:

3.1 The program’s curriculum must be designed to ensure the breadth and depth of requisite knowledge and skills
needed for entry-level practice as a registered dietitian nutritionist.
a. The program’s curriculum must include the following required components, including prerequisites:
4. Governance of nutrition and dietetics practice, such as the Scope of Practice for the Registered Dietitian
Nutritionist and the Code of Ethics for the Profession of Nutrition and Dietetics, and interprofessional
relationships in various practice settings

Domain 2. Professional Practice Expectations: Beliefs, values, attitudes and behaviors for the nutrition
and dietetics practitioner level of practice.

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

KRDN 2.4                 Discuss the impact of health care policy and different health care delivery systems on
food and nutrition services.
KRDN 2.5                 Identify and describe the work of interprofessional teams and the roles of others with
whom the registered dietitian nutritionist collaborates.

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 2.6                 Refer clients and patients to other professionals and services when needs are beyond
individual scope of practice.

Domain 5. Leadership and Career Management: Skills, strengths, knowledge and experience relevant to
leadership potential and professional growth for the nutrition and dietetics practitioner.

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

KRDN 5.4                  Practice resolving differences or dealing with conflict.
KRDN 5.5                  Promote team involvement and recognize the skills of each member.

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

CRDN 5.5                  Demonstrate the ability to resolve conflict.
CRDN 5.6                  Promote team involvement and recognize the skills of each member.

Accreditation Council for Occupational Therapy Education (ACOTE), Guide 2023 Accreditation Council for Occupational Therapy Education (ACOTE) Standards and Interpretive Guide, effective July 31, 2025: https://acoteonline.org/accreditation-explained/standards

B.3.5. Reporting Data

Report all evaluation findings and intervention plan to the client, interprofessional team, and payors.

B.3.10. Plan for Discharge

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

B.3.21. Effective Communication

Demonstrate effective communication with clients, care partners, communities, and members of the intraprofessional and interprofessional teams in a responsive and responsible manner that supports a team approach to promote client outcomes.

B.3.22. Principles of Interprofessional Team Dynamics

Demonstrate knowledge of the principles of intraprofessional and 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.

GLOSSARY

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

INTRAPROFESSIONAL EDUCATION: Occupational therapist and occupational therapy assistant students participate in collaborative educational experiences to develop the knowledge, skills, and teamwork necessary for current-day practice (AOTA, 2018).

POPULATION-BASED INTERVENTIONS: Interventions focused on promoting the overall health status of the community by preventing disease, injury, disability, and premature death. A population-based health intervention can include assessment of the community’s needs, health promotion and public education, disease and disability prevention, monitoring of services, and media interventions. Most interventions are tailored to reach a subset of a population, although some may be targeted toward the population at large. Populations and subsets may be defined by geography, culture, race and ethnicity, socioeconomic status, age, or other characteristics. Many of these characteristics relate to the health of the described population (Keller et al., 2002).

POPULATION HEALTH: Health outcomes of a group of individuals, including the distribution of such outcomes within the group; an approach to health that aims to improve the health of an entire human population (Gillen & Brown, 2024).

Commission on Accreditation in Physical Therapy Education, (CAPTE). 2024 PT Standards and Required Elements. STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF PHYSICAL THERAPIST EDUCATION PROGRAMS (Adopted 10/31/2023).

6F The didactic and clinical education curriculum includes intra-professional (PT/PTA) and interprofessional (PT with other professions/disciplines) learning activities that are based on best practice and directed toward the development of intra-professional and interprofessional competencies including, but not limited to, values/ethics, communication, professional roles and responsibilities, and teamwork.

For interprofessional education (didactic and clinical) describe the intentional learning activities that address:

• Values and ethics.
• Communication.
• Professional roles and responsibilities.
• Teamwork.

7D18 Participate in patient-centered interprofessional collaborative practice.

Commission on Dental Accreditation (CODA), Accreditation Standards for Dental Education Programs

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 caring for the health care needs of the public.

Standard 2-20: Graduates must be competent in communicating and collaborating with other members of the health care 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.

Council on Social Work Education (CSWE), 2022 Educational Policy and Accreditation Standards for Baccalaureate and Master’s Social Work Programs.

Competency 1: Demonstrate Ethical and Professional Behavior
Social workers understand the value base of the profession and its ethical standards, as well as relevant policies, laws, and regulations that may affect practice with individuals, families, groups, organizations, and communities. Social workers understand that ethics are informed by principles of human rights and apply them toward realizing social, racial, economic, and environmental justice in their practice. Social workers understand frameworks of ethical decision making and apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize and manage personal values and the distinction between personal and professional values. Social workers understand how their evolving worldview, personal experiences, and affective reactions influence their professional judgment and behavior. Social workers take measures to care for themselves professionally and personally, understanding that self-care is paramount for competent and ethical social work practice. Social workers use rights-based, antiracist, and anti-oppressive lenses to understand and critique the profession’s history, mission, roles, and responsibilities and recognize historical and current contexts of oppression in shaping institutions and social work. Social workers understand the role of other professionals when engaged in interprofessional practice. Social workers recognize the importance of lifelong learning and are committed to continually updating their skills to ensure relevant and effective practice. Social workers understand digital technology and the ethical use of technology in social work practice.

Competency 4: Engage in Practice-Informed Research and Research-Informed Practice
Social workers use ethical, culturally informed, anti-racist, and anti-oppressive approaches in conducting research and building knowledge. Social workers use research to inform their practice decision making and articulate how their practice experience informs research and evaluation decisions. Social workers critically evaluate and critique current, empirically sound research to inform decisions pertaining to practice, policy, and programs. Social workers understand the inherent bias in research and evaluate design, analysis, and interpretation using an anti-racist and anti-oppressive perspective. Social workers know how to access, critique, and synthesize the current literature to develop appropriate research questions and hypotheses. Social workers demonstrate knowledge and skills regarding qualitative and quantitative research methods and analysis, and they interpret data derived from these methods. Social workers demonstrate knowledge about methods to assess reliability and validity in social work research. Social workers can articulate and share research findings in ways that are usable to a variety of clients and constituencies. Social workers understand the value of evidence derived from interprofessional and diverse research methods, approaches, and sources.

Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities
Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with and on behalf of individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and person-in-environment and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers are self-reflective and understand how bias, power, and privilege as well as their personal values and personal experiences may affect their ability to engage effectively with diverse clients and constituencies. Social workers use the principles of interprofessional collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate.

Social workers:

1. apply knowledge of human behavior and person-in-environment, as well as interprofessional
   conceptual frameworks, to engage with clients and constituencies; and
2. use empathy, reflection, and interpersonal skills to engage in culturally responsive practice
   with clients and constituencies.

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice. Social workers understand theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in culturally responsive assessment with clients and constituencies, including individuals, families, groups, organizations, and communities. Assessment involves a collaborative process of defining presenting challenges and identifying strengths with individuals, families, groups, organizations, and communities to develop a mutually agreed-upon plan. Social workers recognize the implications of the larger practice context in the assessment process and use interprofessional collaboration in this process. Social workers are self reflective and understand how bias, power, privilege, and their personal values and experiences may affect their assessment and decision making.

Social workers:

1. apply theories of human behavior and person-in-environment, as well as other culturally responsive and interprofessional conceptual frameworks, when assessing clients and constituencies; and
2. demonstrate respect for client self-determination during the assessment process by collaborating with clients and constituencies in developing a mutually agreed-upon plan.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities
Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice. Social workers understand theories of human behavior, person-in-environment, and other interprofessional conceptual frameworks, and they critically evaluate and apply this knowledge in selecting culturally responsive interventions with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of identifying, analyzing, and implementing evidence-informed interventions and participate in interprofessional collaboration to achieve client and constituency goals. Social workers facilitate effective transitions and endings.

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with and on behalf of diverse individuals, families, groups, organizations, and communities. Social workers evaluate processes and outcomes to increase practice, policy, and service delivery effectiveness. Social workers apply anti-racist and
anti-oppressive perspectives in evaluating outcomes. Social workers understand theories of human behavior and person-in-environment, as well as interprofessional conceptual frameworks, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers use qualitative and quantitative methods for evaluating outcomes and practice effectiveness.

Liaison Committee on Medical Education (LCME), Functions and Structure of a Medical School – (contains the LCME Standards), Effective Academic Year 2025-26

Standard 6: Competencies, Curricular Objectives, and Curricular Design

6.7 Academic Environments:
The faculty of a medical school ensure that medical students have opportunities to learn in academic environments that permit interaction with students enrolled in other health professions, graduate and professional degree programs, and in clinical environments that provide opportunities for interaction with physicians in graduate medical education programs and in continuing medical education programs.

Standard 7: Curricular Content

7.8 Communication Skills:
The faculty of a medical school ensure that the medical curriculum includes specific instruction in communication skills as they relate to communication with patients and their families, colleagues, and other health professionals.

7.9 Interprofessional Collaborative Skills:
The faculty of a medical school ensure that the core curriculum of the medical education program prepares medical students to function collaboratively on health care teams that include health professionals from other disciplines as they provide coordinated services to patients. These curricular experiences include practitioners and/or students from the other health professions.

[1] Standards are updated annually.

Commission on Collegiate Nursing Education (CCNE), Standards for Accreditation  of Baccalaureate and Graduate Nursing Programs, Amended 2024.

STANDARD III
PROGRAM QUALITY: CURRICULUM AND TEACHINGLEARNING PRACTICES

III-J. The curriculum includes planned experiences that foster interprofessional collaborative practice.

Elaboration: The program provides planned didactic, simulation, and/or clinical practice experiences that prepare students to engage in interprofessional collaborative practice. The program affords opportunities for students to collaborate with a variety of individuals and/or organizations that enable students to develop the necessary communication and negotiation skills to enhance patient outcomes.

Supporting Documentation for Standard III

11. Examples of didactic, simulation, and/or clinical practice experiences that prepare students to engage in
interprofessional collaborative practice.

THE ESSENTIALS: CORE COMPETENCIES FOR PROFESSIONAL NURSING EDUCATION

APPROVED BY THE AACN MEMBERSHIP ON APRIL 6 , 2021

Clinical Expectations

Clinical learning provides opportunities for a student to enhance the provision of care and gain the skills needed to be an effective member of an interprofessional team; thus, interprofessional experiences in a variety of practice settings are essential.

Clinical Sites

The program faculty assesses clinical sites to determine that, on the aggregate, clinical experiences provide students learning opportunities to foster interprofessional team practice and to provide care within the four spheres of care and with care recipients from diverse backgrounds and cultures, from different genders and age groups and with different religious and spiritual practices, including those who may be considered most vulnerable.

5.2 Contribute to a culture of patient safety.

5.2b Articulate the nurse’s role within an interprofessional team in promoting safety and preventing errors and near misses.

Domain 6: Interprofessional Partnerships

Descriptor: Intentional collaboration across professions and with care team members, patients, families, communities, and other stakeholders to optimize care, enhance the healthcare experience, and strengthen outcomes.

Contextual Statement: Professional partnerships that include interprofessional, intraprofessional, and paraprofessional partnerships, build on a consistent demonstration of core professional values (altruism, excellence, caring, ethics, respect, communication, and shared accountability) in the provision of team-based, person-centered care. Nursing knowledge and expertise uniquely contributes to the intentional work within teams and in concert with patient, family, and community preferences and goals. Interprofessional partnerships require a coordinated, integrated, and collaborative implementation of the unique knowledge, beliefs, and skills of the full team for the end purpose of optimized care delivery. Effective collaboration requires an understanding of team dynamics and an ability to work effectively in care-oriented teams. Leadership of the team varies depending on needs of the individual, community, population, and context of care.

6.1 Communicate in a manner that facilitates a partnership approach to quality care delivery.

6.1a Communicate the nurse’s roles and responsibilities clearly.
6.1b Use various communication tools and techniques effectively.
6.1c Elicit the perspectives of team members to inform person-centered care decision making.
6.1d Articulate impact of diversity, equity, and inclusion on team-based communications.
6.1e Communicate individual information in a professional, accurate, and timely manner.
6.1f Communicate as informed by legal, regulatory, and policy guidelines.

6.2 Perform effectively in different team roles, using principles and values of team dynamics.

6.2a Apply principles of team dynamics, including team roles, to facilitate effective team functioning.
6.2b Delegate work to team members based on their roles and competency.
6.2c Engage in the work of the team as appropriate to one’s scope of practice and competency.
6.2d Recognize how one’s uniqueness (as a person and a nurse) contributes to effective interprofessional working relationships.
6.2e Apply principles of team leadership and management. performance to improve quality and assure safety.
6.2f Evaluate performance of individual and team to improve quality and promote safety.

6.3 Use knowledge of nursing and other professions to address healthcare needs.

6.3a Integrate the roles and responsibilities of healthcare professionals through interprofessional collaborative practice.
6.3b Leverage roles and abilities of team members to optimize care.
6.3c Communicate with team members to clarify responsibilities in executing plan of care.

6.4 Work with other professions to maintain a climate of mutual learning, respect, and shared values.

6.4a Demonstrate an awareness of one’s biases and how they may affect mutual respect and communication with team members.
6.4b Demonstrate respect for the perspectives and experiences of other professions.
6.4c Engage in constructive communication to facilitate conflict management.
6.4d Collaborate with interprofessional team members to establish mutual healthcare goals for individuals, communities, or populations.

Commission on Collegiate Nursing Education (CCNE), Standards for Accreditation  of Baccalaureate and Graduate Nursing Programs, Amended 2024.

STANDARD III
PROGRAM QUALITY: CURRICULUM AND TEACHINGLEARNING PRACTICES

III-J. The curriculum includes planned experiences that foster interprofessional collaborative practice.

Elaboration: The program provides planned didactic, simulation, and/or clinical practice experiences that prepare students to engage in interprofessional collaborative practice. The program affords opportunities for students to collaborate with a variety of individuals and/or organizations that enable students to develop the necessary communication and negotiation skills to enhance patient outcomes.

Supporting Documentation for Standard III

11. Examples of didactic, simulation, and/or clinical practice experiences that prepare students to engage in
interprofessional collaborative practice.

THE ESSENTIALS: CORE COMPETENCIES FOR PROFESSIONAL NURSING EDUCATION

APPROVED BY THE AACN MEMBERSHIP ON APRIL 6 , 2021

Clinical Expectations

Clinical learning provides opportunities for a student to enhance the provision of care and gain the skills needed to be an effective member of an interprofessional team; thus, interprofessional experiences in a variety of practice settings are essential.

Clinical Sites

The program faculty assesses clinical sites to determine that, on the aggregate, clinical experiences provide students learning opportunities to foster interprofessional team practice and to provide care within the four spheres of care and with care recipients from diverse backgrounds and cultures, from different genders and age groups and with different religious and spiritual practices, including those who may be considered most vulnerable.

2.5 Develop a plan of care.

2.5h Lead and collaborate with an interprofessional team to develop a comprehensive plan of care.

Domain 4: Scholarship for the Nursing Discipline

4.1m Advocate within the interprofessional team and with other stakeholders for the contributions of nursing scholarship.

Domain 6: Interprofessional Partnerships

Descriptor: Intentional collaboration across professions and with care team members, patients, families, communities, and other stakeholders to optimize care, enhance the healthcare experience, and strengthen outcomes.

Contextual Statement: Professional partnerships that include interprofessional, intraprofessional, and paraprofessional partnerships, build on a consistent demonstration of core professional values (altruism, excellence, caring, ethics, respect, communication, and shared accountability) in the provision of team-based, person-centered care. Nursing knowledge and expertise uniquely contributes to the intentional work within teams and in concert with patient, family, and community preferences and goals. Interprofessional partnerships require a coordinated, integrated, and collaborative implementation of the unique knowledge, beliefs, and skills of the full team for the end purpose of optimized care delivery. Effective collaboration requires an understanding of team dynamics and an ability to work effectively in care-oriented teams. Leadership of the team varies depending on needs of the individual, community, population, and context of care.

6.1 Communicate in a manner that facilitates a partnership approach to quality care delivery.

6.1g Evaluate effectiveness of interprofessional communication tools and techniques to support and improve the efficacy of team-based interactions.
6.1h Facilitate improvements in interprofessional communications of individual information (e.g. EHR).
6.1i Role model respect for diversity, equity, and inclusion in team-based communications.
6.1j Communicate nursing’s unique disciplinary knowledge to strengthen interprofessional partnerships.
6.1k Provide expert consultation for other members of the healthcare team in one’s area of practice.
6.1l Demonstrate capacity to resolve interprofessional conflict.

6.2 Perform effectively in different team roles, using principles and values of team dynamics.

6.2g Integrate evidence-based strategies and processes to improve team effectiveness and outcomes.
6.2h Evaluate the impact of team dynamics and performance on desired outcomes.
6.2i Reflect on how one’s role and expertise influences team performance.
6.2j Foster positive team dynamics to strengthen desired outcomes.

6.3 Use knowledge of nursing and other professions to address healthcare needs.

6.3d Direct interprofessional activities and initiatives.

6.4 Work with other professions to maintain a climate of mutual learning, respect, and shared values.

6.4e Practice self-assessment to mitigate conscious and implicit biases toward other team members.
6.4f Foster an environment that supports the constructive sharing of multiple perspectives and enhances interprofessional learning.
6.4g Integrate diversity, equity, and inclusion into team practices.
6.4h Manage disagreements, conflicts, and challenging conversations among team members.
6.4i Promote an environment that advances interprofessional learning.

9.5 Demonstrate the professional identity of nursing.

9.5f Articulate nursing’s unique professional identity to other interprofessional team members and the public.

THE ESSENTIALS: CORE COMPETENCIES FOR PROFESSIONAL NURSING EDUCATION

APPROVED BY THE AACN MEMBERSHIP ON APRIL 6 , 2021

2.5 Develop a plan of care.

2.5h Lead and collaborate with an interprofessional team to develop a comprehensive plan of care.

Domain 4: Scholarship for the Nursing Discipline

4.1m Advocate within the interprofessional team and with other stakeholders for the contributions of nursing scholarship.

Domain 6: Interprofessional Partnerships

Descriptor: Intentional collaboration across professions and with care team members, patients, families, communities, and other stakeholders to optimize care, enhance the healthcare experience, and strengthen outcomes.

Contextual Statement: Professional partnerships that include interprofessional, intraprofessional, and paraprofessional partnerships, build on a consistent demonstration of core professional values (altruism, excellence, caring, ethics, respect, communication, and shared accountability) in the provision of team-based, person-centered care. Nursing knowledge and expertise uniquely contributes to the intentional work within teams and in concert with patient, family, and community preferences and goals. Interprofessional partnerships require a coordinated, integrated, and collaborative implementation of the unique knowledge, beliefs, and skills of the full team for the end purpose of optimized care delivery. Effective collaboration requires an understanding of team dynamics and an ability to work effectively in care-oriented teams. Leadership of the team varies depending on needs of the individual, community, population, and context of care.

6.1 Communicate in a manner that facilitates a partnership approach to quality care delivery.

6.1g Evaluate effectiveness of interprofessional communication tools and techniques to support and improve the efficacy of team-based interactions.
6.1h Facilitate improvements in interprofessional communications of individual information (e.g. EHR).
6.1i Role model respect for diversity, equity, and inclusion in team-based communications.
6.1j Communicate nursing’s unique disciplinary knowledge to strengthen interprofessional partnerships.
6.1k Provide expert consultation for other members of the healthcare team in one’s area of practice.
6.1l Demonstrate capacity to resolve interprofessional conflict.

6.2 Perform effectively in different team roles, using principles and values of team dynamics.

6.2g Integrate evidence-based strategies and processes to improve team effectiveness and outcomes.
6.2h Evaluate the impact of team dynamics and performance on desired outcomes.
6.2i Reflect on how one’s role and expertise influences team performance.
6.2j Foster positive team dynamics to strengthen desired outcomes.

6.3 Use knowledge of nursing and other professions to address healthcare needs.

6.3d Direct interprofessional activities and initiatives.

6.4 Work with other professions to maintain a climate of mutual learning, respect, and shared values.

6.4e Practice self-assessment to mitigate conscious and implicit biases toward other team members.
6.4f Foster an environment that supports the constructive sharing of multiple perspectives and enhances interprofessional learning.
6.4g Integrate diversity, equity, and inclusion into team practices.
6.4h Manage disagreements, conflicts, and challenging conversations among team members.
6.4i Promote an environment that advances interprofessional learning.

9.5 Demonstrate the professional identity of nursing.

9.5f Articulate nursing’s unique professional identity to other interprofessional team members and the public.

Accreditation Council for Pharmacy Education (ACPE), Accreditation Standards and Key Elements for the Professional Program in Pharmacy Leading to The Doctor of Pharmacy Degree. “STANDARDS 2025”

Importance of Standards

Establishing a commitment to continuing professional development (CPD) by students and graduates is also addressed, as are contemporary educational concepts such as student readiness to:

• Contribute as a member of an interprofessional collaborative patient care team (Team-ready).

Revision of Standards: Background

• Core Competencies for Interprofessional Collaborative Practice.
  https://www.ipecollaborative.org/assets/corecompetencies/IPEC_Core_Competencies_Version_3_2023.pdf

Standard 2. Curriculum

The program, incorporating the educational outcomes described below, imparts to the graduate the knowledge, skills, abilities, behaviors, and attitudes necessary for the contemporary practice of pharmacy in a healthcare environment that demands interprofessional collaboration and professional accountability for holistic patient well-being.

2.1.h Interprofessional collaboration (Collaborator) – The graduate is able to actively engage and contribute as a healthcare team member by demonstrating core interprofessional competencies.

2.3. Interprofessional Education (IPE)

2.3.a 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 or simulated experiences. IPE activities should be guided by the Interprofessional Education Collaborative (IPEC) competencies.

2.3.b Interprofessional team practice – All students participate as a healthcare team member in providing patient care and contributing to therapeutic decision-making. Students participate in both didactic and experiential educational activities with a variety of types of prescribers and their students as well as other professional healthcare team members and their students.

Standard 3. Experiential Learning

3.1. Introductory Pharmacy Practice Experience (IPPE) Curriculum

3.1.a IPPE expectations – IPPEs involve students in common contemporary U.S. practice models, including interprofessional practice involving shared patient care decision making, professional ethics and expected behaviors, and patient care activities.

3.2. Advanced Pharmacy Practice Experience (APPE) Curriculum

3.2.d Required APPE – Required APPEs are completed in the United States or its territories or possessions and occur in four practice settings: (1) community pharmacy; (2) ambulatory care; (3) hospital/health system pharmacy; and (4) inpatient adult patient care. The majority of required APPEs must involve interprofessional communication and collaboration.

Standard 5. Faculty and Staff

5.1.a Sufficient faculty – The college or school has a sufficient number of core faculty members to effectively address the following programmatic needs that include:

• Interprofessional collaboration

Standard 6. Resources

6.1.b Physical facilities’ attributes – The college or school has access to physical facilities that provide adequate:

• Space that facilitates interaction of administrators, faculty, students, and interprofessional collaborators.

Appendix 1 – Required Elements of the Didactic Doctor of Pharmacy Curriculum

Healthcare Systems

• Examination of U.S. health systems and contemporary reimbursement models in which patient-centered and/or population-based care is provided and paid for, and how social, political, economic, organizational, and cultural factors influence providers’ ability to ensure patient safety and deliver coordinated interprofessional care services.

Professional Communication

• Analysis and practice of verbal, non-verbal, and written communication strategies that promote effective interpersonal dialog and understanding to advance specific patient care, education, advocacy, and/or interprofessional collaboration goals.

Commission on Accreditation of Healthcare Management Education (CAHME), CAHME Self-Study Handbook 2021 Standards

The new CAHME standards were approved in May 2020 and will be effective in Fall 2021.

III.A Curriculum Design
III.A.3: The Program curriculum will facilitate development of students’ competencies in communications and interpersonal effectiveness.

INTERPRETATION

Communications and interpersonal effectiveness: “Communications” should include competencies associated with giving and receiving of verbal and non-verbal information between an individual and other individuals or groups, including individuals and groups that represent the diverse populations of the Program’s target market. “Interpersonal effectiveness” involves competencies associated with developing and maintaining effective, inclusive working relationships with others. The following are examples of the kinds of competencies that may fall into this domain and be addressed in course content: Collaboration, Oral and/or Written Communications, Listening, Observing, and Relationship Building.

III.B Teaching and Learning Methods

III.B.2: The Program will provide, throughout the curriculum, opportunities for students to participate in team-based activities.

INTERPRETATION

INTERPRETATION

CAHME recognizes the importance of interdisciplinary exposure to health care professionals in graduate education. Students need the opportunity for exposure to other professions. It is this cross-discipline collaboration and professional understanding that will lead to the success of graduates as they enter the field. Opportunities should be provided for students to work with others inside or outside the Program and across other disciplines such as nursing, medicine, allied health professions, public health, information technology, policy, insurance, suppliers, long-term care and/or engineering. Programs are expected to offer students these opportunities in a number of ways as appropriate to the mission of the Program. The Program will develop relationships with a variety of healthcare management employers to integrate the field of practice into both teaching and career guidance. The Program will design formal and informal avenues for such exposure into the total student experience. These include, but are not limited to, site visits; business case competitions; career panels; informational interviews; professional conference attendance; mentoring Programs; guest speakers; adjunct and clinical faculty.

The Council on Education for Public Health (CEPH), 2024 Accreditation Criteria, Schools of Public Health & Public Health Programs. Amended March 2024.

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

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.

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

School- or program-level outcomes:

• Courses that are team-taught with interprofessional perspectives.

Leadership, Management & Governance:
6. Integrate knowledge, approaches, methods, value and potential contributions from multiple professions and systems in addressing public health problems.

8. Facilitate shared decision making through negotiation and consensus-building methods