interprofessional collaboration
Untuk menguatkan penerapan IPE, pada tahun 2010, WHO memperkenalkan strategi
IPE dalam bentuk “Framework for Action on Interprofessional Education & Collaborative
Practice"
Konsep Interprofessional Education and
Collaborative Practice (IPE& IPC)
Menurut WHO (2010), pendidikan Interprofesi atau IPE adalah proses pendidikan yang melibatkan
dua atau lebih jenis profesi.
WHO, 2010
Faktor Pendukung IPC dalam Practice
Leaders : skilled communicators, passionate about IPE and CP, and able both to
disseminate information and elicit institutional support
Institutional and work culture support : a deep commitment to collaboration;
support in facilitating collaboration and creating synergies between team members
Mentorship and learning : teachers who are able to facilitate learning and enable
students to “learn with, from and about each other.
Shared vision or mission : developing IPE curricula; constitutes educator
mechanism.
Physical environment and space design : Facilitate geography and physical
space to facilitate interprofessional communication
WHO, 2013
Barrier IPE dan IPC
WHO, 2013
Kompetensi inti IPE
Kompetensi dasar
menggunakan teknologi informasi, memberikan pelayanan yang berfokus pada
klien, melakukan praktek profesi berdasarkan bukti ilmiah dan hasil penelitian dan
mempertahakan kualitas pelayanan ( International occupational medicine, 2011)
Kompertensi masing-masing profesi
Spesifik sesuai peran profesi masing-masing.
Main barriers referred to lack of time and training, lack of clear roles, fears relating to
professional identity and poor communication (Rawlinson et. Al., 2020)
These barriers include lack of strong governance structure and leadership to manage
complex practices; difficulties in establishing appropriate skill mix and team size;
insufficient space and time for communication and collaboration; and inadequate
communication mechanisms and tools (Canadian, 2012)