Reflection On Interprofessional Education

Introduction

Reflecting upon interprofessional education (IPE), hands on experience is vital for health care students across the Faculty of Health Sciences so that they may continue to develop better communication skills, enhance performance and develop conflict resolution capability in a team situation. Looking back on the online “Stroke and Depression” IPE workshop that was conducted as interprofessional group work has allowed me to gain not only the knowledge about stroke and depression but also the knowledge, skills and attributes required for interprofessional (IP) collaboration practice. My IPE team consisted of one medical scientist, four speech pathologist, two psychology students and three nursing students including myself. This analytical

I was also responsible for implementing of therapies and interventions initiated by other IP members as I was expected to collaborate with my IP team to ensure positive patient outcomes. The proposed management for identified issues, for example, impaired mobility function were developed by me based on the evidence based tools used in hospitals such as Fall Risk Assessment and Management Tool. The decisions with respect to nursing care and my input in IP team care plan were influenced by not only the complex needs of the patient but also the Nursing and Midwifery Board of Australia (NMBA) nursing scope of practice, NMBA’s Code of Ethics and Conduct whilst upholding the four fundamental ethical principles: autonomy, beneficence, non-maleficence and justice. I believe making ethical decisions and collaboration practice is vital to ensure that I deliver the highest quality of care and safety to the patient. I can also guarantee that the positive and desired health outcomes of the patient is obtained as a result. It appears that in the development of IP care plan, the