IPE/ICP Accreditation Standards

Accreditation Standards Relating to IPE/ICP for Health Sciences Academic Programs at UIC

Accreditation standards for health sciences colleges underscore the significance of IPE/ICP into their respective curricula. Excerpts of specific IPE/ICP standards for each of the seven health sciences colleges at UIC are summarized below and highlights terms beyond IPE to include references to interprofessional communications and collaboration. The criteria identified below are directly retrieved from the accreditation standards as of November 2024.

In February 2019, the Health Professions Accreditors Collaborative (HPAC) released a report 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. To view the report, please click on the Guidance on Developing Quality Interprofessional Education for the Heath Professions.

For questions or to send updates, please contact Ami Shah at ashah58@uic.edu or (312) 413-6025.

HPAC IPE Guidance Document

Applied Health Sciences

Master of Science in Health Informatics (MS)

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)

Nutrition: Human Nutrition—Coordinated Program (BS); Human Nutrition—Coordinated Program (MS); Human Nutrition—Dietetics Program (BS)

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.

Entry-level Doctor of Occupational Therapy (E-OTD)

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).

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:

apply knowledge of human behavior and person-in-environment, as well as interprofessional
conceptual frameworks, to engage with clients and constituencies; and
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:

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
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.

Medicine

Nursing

Bachelor of Science in Nursing (BS)

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.

Master of Science in Nursing (MS)

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.

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 Sites

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

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.

Doctor of Nursing Practice (DNP)

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

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

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

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.

9.5 Demonstrate the professional identity of nursing.

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

Pharmacy

Doctor of Pharmacy (PharmD)

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.

School of Public Health

Master of Healthcare Administration (MHA)

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

CAHME recognizes that the opportunity for practical collaboration and teamwork serve to develop students’ interpersonal skills and prepare them for the workplace. As part of the educational experience students should have opportunities to continuously improve their ability to work in teams, facilitate meetings and practice leadership skills.

III.B.3: The Program will provide experiences for students to gain an understanding of, and to interact with, a variety of healthcare professionals and organizations.

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.

Intro Footnotes

^{[1] Interprofessional Education Collaborative (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative.}

^{[2] Pharmacy standards, specify that “in the aggregate, team exposure includes prescribers as well as other health care professionals.”}

Center for the Advancement of InterProfessional Practice, Education and Research

IPE/ICP Accreditation Standards

HPAC IPE Guidance Document

Guidance on Developing Quality Interprofessional Education for the Health Professions

Applied Health Sciences

Bachelor of Science in Health Information Management (BS)

Master of Science in Health Informatics (MS)

Nutrition: Human Nutrition—Coordinated Program (BS); Human Nutrition—Coordinated Program (MS); Human Nutrition—Dietetics Program (BS)

Entry-level Doctor of Occupational Therapy (E-OTD)

Doctor of Physical Therapy (DPT)

Dentistry

Doctor of Dental Medicine (DMD)

Medicine

Doctor of Medicine (MD)

Nursing

Bachelor of Science in Nursing (BS)

Master of Science in Nursing (MS)

Doctor of Nursing Practice (DNP)

Pharmacy

Doctor of Pharmacy (PharmD)

School of Public Health

Master of Healthcare Administration (MHA)

Master of Public Health (MPH); Doctor of Public Health (DrPH)

Intro Footnotes

IPE/ICP Accreditation Standards

HPAC IPE Guidance Document

Guidance on Developing Quality Interprofessional Education for the Health Professions

Guidance on Developing Quality Interprofessional Education for the Health Professions

Applied Health Sciences

Bachelor of Science in Health Information Management (BS)

Bachelor of Science in Health Information Management (BS)

Master of Science in Health Informatics (MS)

Master of Science in Health Informatics (MS)

Nutrition: Human Nutrition—Coordinated Program (BS); Human Nutrition—Coordinated Program (MS); Human Nutrition—Dietetics Program (BS)

Nutrition: Human Nutrition—Coordinated Program (BS); Human Nutrition—Coordinated Program (MS); Human Nutrition—Dietetics Program (BS)

Entry-level Doctor of Occupational Therapy (E-OTD)

Entry-level Doctor of Occupational Therapy (E-OTD)

Doctor of Physical Therapy (DPT)

Doctor of Physical Therapy (DPT)

Dentistry

Doctor of Dental Medicine (DMD)

Doctor of Dental Medicine (DMD)

Jane Addams College of Social Work

Master of Social Work (MSW)

Master of Social Work (MSW)

Medicine

Doctor of Medicine (MD)

Doctor of Medicine (MD)

Nursing

Bachelor of Science in Nursing (BS)

Bachelor of Science in Nursing (BS)

Master of Science in Nursing (MS)

Master of Science in Nursing (MS)

Doctor of Nursing Practice (DNP)

Doctor of Nursing Practice (DNP)

Pharmacy

Doctor of Pharmacy (PharmD)

Doctor of Pharmacy (PharmD)

School of Public Health

Master of Healthcare Administration (MHA)

Master of Healthcare Administration (MHA)

Master of Public Health (MPH); Doctor of Public Health (DrPH)

Master of Public Health (MPH); Doctor of Public Health (DrPH)

IPE ICP Related Requirements Summary (Sept 2015-Sept 2018)

Intro Footnotes