Exploring Collaboration in Primary Care: An Interprofessional Didactic and Experiential Project

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Exploring Collaboration in Primary Care: An Interprofessional Didactic and Experiential Project

Experience Status


Approval Date Range

8/14/2019 - 3/4/2025

Criteria for Registering the IPE Experience

  • Involvement of two or more professions.
  • Opportunities to learn about, from, and with one another.
  • Significant interactivity between participants.
  • Teaching and/or learning about interprofessional practice and education is intentionally integrated into the activity. Interprofessional practice and education constructs are targeted with IPE learning objectives are also discussed, trained, reviewed, and/or assessed as part of the learning activity.

Type of IPE Experience

  • Experiential and/or clinical learning
  • Didactic learning
  • Professional reflection

IPEC Core Competencies Targeted by this IPE Experience

  • Communication: Communicate in a responsive, responsible, respectful, and compassionate manner with team members.
  • Roles and Responsibilities: Use the knowledge of one’s own role and team members’ expertise to address individual and population health outcomes.
  • Teams and Teamwork: Apply values and principles of the science of teamwork to adapt one's own role in a variety of team settings.
  • Values and Ethics: Work with team members to maintain a climate of shared values, ethical conduct, and mutual respect.

Quintuple Aim Strategic Goals Discussed in this IPE Experience

  • Improving patient and/or population health outcomes
  • Enhancing the experience of care
  • Advancing health equity

Detailed Description and Purpose of the IPE Experience

Experiential learning activities within a clinical environment encourage interprofessional engagement among students, preceptors, and other members of the healthcare team. Integrating experiential learning into collaborative care activities with other practicing healthcare professionals will foster a new generation of graduates who are capable of demonstrating interprofessional competencies that go beyond those developed within traditional didactic and/or classroom environments. Further, intentionally learning from, with, and about other health care professions within a primary care setting will promote effective collaborations when the student moves into clinical practicum and internships within interprofessional health care delivery environments. The integration of the interprofessional education into the clinical experience portion of a didactic course expands the student’s foundational IPE learning beyond the classroom portion of the course and into health care clinics to effectively demonstrate team-based care concepts. In N5440, advanced practice nursing (APRN) students will integrate theoretical and evidence-based knowledge of assessment, diagnosis, treatment, and evaluation of patients with acute and chronic health problems across the lifespan. This is a didactic and clinical experiences course that builds upon concepts and skills derived from prerequisite courses. The focus is on development of clinical reasoning and decision-making skills necessary for the provision of safe and effective collaborative health care in a primary care setting. Interprofessional education in integrated into this course in the following manner: 1. Each student is required to document a minimum of four (4) clinical hours during the semester that explore "interprofessional collaborative practice.” During these documented hours student must be engaged in collaborative interaction with one or more health care professionals outside of the nursing or APRN professions scope of practice regarding patient care. Clinical experiences within a practice environment with another profession could take the form of shadowing, guided observations, demonstrations, and/or other skill sharing activities. 2. Professionals vary site to site, but APRN professionals commonly interact with physicians, physician assistants, social workers, registered dietitians, pharmacists, medical assistants, respiratory therapists, counselors, and various rehabilitation professionals. 3. During the required interprofessional collaborative practice hours, APRN students will gain knowledge on teamwork, interprofessional communication, roles/responsibilities, and values/ethics for interprofessional care. 4. Students will document clinical hours on their APN log, which is verified by the collaborating professionals. 5. Students will then write a Clinical Reflection and Analysis paper. A portion of that paper is dedicated to reflection on the interprofessional collaborative practice experiences.

Level of IPE Integration

  • 3. Entry-to-Practice Level: Consists of practice-ready learning activities where learners will integrate their interprofessional education and collaborative knowledge and skills in an authentic team-based environment. These activities will have learners actively engaged in team decision-making around patient, family, and/or community care. The desired outcome for activities offered at this level is the development of each IPEC Core Competency to enable a team-based approach.

Attendance or Participation in the IPE Experience

  • Course requirement - N5541

Frequency of the IPE Experience

  • 02. Semesterly
  • This activity occurs each time NURS5541 is offered. This course is offered each Fall semester.

Duration and/or Timeline of the IPE Experience

  • 06. greater than 11 hours
  • Activity occurs within the semester in which the course is offered (Fall)

Campus and/or Location of the IPE Experience

  • Clinical or experiential rotation - N5541
  • Distance Education

Average Number of Learners Participating in the IPE Experience

  • 02. 51 to 100
  • 80-90

Target Audiences

Graduate School of Biomedical Sciences Audiences

School of Health Professions Audiences

School of Medicine Audiences

School of Nursing Audiences

  • Post-Master’s/Advanced Practice

School of Pharmacy Audiences

School of Population and Public Health Audiences


Other professionals at each student's practice site, which might include physicians, physician assistants, social workers, registered dietitians, pharmacists, medical assistants, respiratory therapists, counselors, and various rehabilitation professionals.

IPE Learning Objectives for the Experience

Values and Ethics

  • VE08. Apply high standards of ethical conduct and quality in contributions to team-based care.
  • VE07. Practice trust, empathy, respect, and compassion with persons, caregivers, health professionals, and populations.
  • VE04. Value diversity, identities, cultures, and differences.
  • VE09. Maintain competence in one’s own profession in order to contribute to interprofessional care.
  • VE01. Promote the values and interests of persons and populations in health care delivery, One Health, and population health initiatives.
  • VE03. Uphold the dignity, privacy, identity, and autonomy of persons while maintaining confidentiality in the delivery of team-based care.
  • VE05. Value the expertise of health professionals and its impacts on team functions and health outcomes.
  • VE06. Collaborate with honesty and integrity while striving for health equity and improvements in health outcomes.

Roles and Responsibilities

  • RR03. Incorporate complementary expertise to meet health needs including the determinants of health.
  • RR02. Collaborate with others within and outside of the health system to improve health outcomes.
  • RR05. Practice cultural humility in interprofessional teamwork.
  • RR01. Include the full scope of knowledge, skills, and attitudes of team members to provide care that is person-centered, safe, cost-effective, timely, efficient, effective, and equitable.


  • C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
  • C04. Promote common understanding of shared goals.
  • C06. Use constructive feedback to connect, align, and accomplish team goals.
  • C05. Practice active listening that encourages ideas and opinions of other team members.
  • C03. Communicate clearly with authenticity and cultural humility, avoiding discipline-specific terminology.
  • C07. Examine one’s position, power, role, unique experience, expertise, and culture towards improving communication and managing conflicts.

Teams and Teamwork

  • TT03. Practice team reasoning, problem-solving, and decision-making.
  • TT05. Apply interprofessional conflict management methods, including identifying conflict cause and addressing divergent perspectives.
  • TT07. Share team accountability for outcomes.
  • TT04. Use shared leadership practices to support team effectiveness.
  • TT06. Reflect on self and team performance to inform and improve team effectiveness.

Type of Learner Assessment Administered

  • Self-reflection with facilitated debrief

Formal Assessment Protocol used, if Applicable


Type of Program Evaluation Administered

  • Activity feedback/evaluation – from faculty, facilitators, and/or preceptors

Provide Details on the Potential Sustainability of the IPE Experience

  • Dedicated personnel
  • Integrated into a course and/or experiential rotation requirements
  • Integrated into program curriculum
  • This activity is completed with each 5541 course offering.

Provide Dedicated Funding Sources:

  • Decentralized school or program funding

Roles of Faculty/Staff in the IPE Experience:

  • Facilitators
  • Instructors and/or preceptors
  • Mentors
  • Faculty serve as individual student mentors and instructors. Each faculty member approves the IPC activity for their individual students. The faculty also reviews the experience time as logged by the student.

Additional Information About the IPE Experience, if Necessary

IPE Experience Organizer

  • School of Nursing

Contact Person(s) and Contact Information for the IPE Experience

Kellie Bruce PhD RN FNP-BC
Associate Professor
FNP Program Director