The Role of the Family Nurse Practitioner in Collaborative Care: An Interprofessional Experiential Program

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

The Role of the Family Nurse Practitioner in Collaborative Care: An Interprofessional Experiential Program

Experience Status


Approval Date Range

5/20/2019 - 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
  • Professional self reflection

IPEC Core Competencies Targeted by this IPE Experience

  • Communication: Communicate in a responsive, responsible, respectful, and compassionate manner with team members.
  • Teams and Teamwork: Apply values and principles of the science of teamwork to adapt one's own role in a variety of team settings.

Quintuple Aim Strategic Goals Discussed in this IPE Experience

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

Detailed Description and Purpose of the IPE Experience

Clinical practicum experiences encourage interprofessional engagement among students, preceptors, and other members of the healthcare team. Integrating interprofessional education and collaborative care activities into clinical practicum experiences will foster a new generation of graduates who are capable of demonstrating interprofessional competencies that go beyond those developed within individual academic programs. Further, the collaborative clinical practicum experiences will enrich collaborative learning experiences for students and promote a new level of professional development and leadership, so that graduates will function as effective collaborators when they move into interprofessional health care delivery environments. Collaborative clinical practicum experiences offers students the opportunity to refine their communication skills, collaboration skills, and the specific practice behaviors that help lead them to a successful healthcare career. Learning collaborative skills in an actual practice environment offers multidimensional experiences that are imperative for developing an understanding of how interprofessional teams can and do function in real-world clinical environments. In order to ensure student experiences are occurring in environments that exemplify interprofessional collaborative practice, educators integrate interprofessional learning experiences for students through structured activities within the clinical setting. The integration of the interprofessional education into a clinical practicum course expands the student’s foundational IPE learning beyond the classroom and into health care clinics that effectively demonstrate team-based care.

In N6660, advanced practice nursing (APRN) students in the family nurse practitioner track will participate in an immersive clinical practicum experience to integrate and synthesize the APRN role. APRN students will integrate theoretical and evidence-based knowledge of assessment, diagnosis, management, and evaluation of patients with increasingly complex acute and chronic health problems across the lifespan. Issues related to APRN responsibilities and competencies are addressed. 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 reflect interprofessional collaborative practice (IPC). To count IPC hours, the student must be actively participating in the role of the advanced practice registered nurse in the collaborative care process with another member of the healthcare team. Examples of IPC activities that could count towards clinical hours include collaboration with and referral to another healthcare processional, attending meetings with members of the health care team, participating in interprofessional rounds, reviewing the plan of care with another member of the team, determining program towards treatment goals with the team, transitioning a patient to another level of care or to another professional, etc.
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 actively participate in the provision of collaborative care.
4. Students will document clinical hours on their "Interprofessional Colleague Verification Statement."
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. Students must discuss the report on the experiences, the variety of professionals within the experiences, how the experiences reflected collaborative care, and how the experiences shaped their philosophy and perceptions of collaborative health care in a primary care setting.

Course objectives:
1. Effectively implement the role of the APRN through demonstration of clinical competence, professionalism, and accountability.
2. Identify business principles that affect financial viability of a practice, the efficient use of resources, and quality of care.
3. Explore coding/reimbursement issues related to ethical practice management.
4. Initiate collaboration among interprofessional groups to facilitate the development, implementation, and evaluation of care provided to male and female patients across the lifespan.
5. Collaborate with patients by negotiating a mutually acceptable plan of care in the provision of comprehensive care services to include health promotion, disease prevention anticipatory guidance, counseling, and disease management across the lifespan.
6. Translate and apply the best available evidence to continuously improve the quality of clinical practice.

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 - N6660

Frequency of the IPE Experience

  • 01. Annually
  • This activity is required during each course offering. NURS6660 is offered each Spring semester.

Duration and/or Timeline of the IPE Experience

  • 06. greater than 11 hours
  • Activity is to be completed during the designated semester

Campus and/or Location of the IPE Experience

  • Clinical or experiential rotation - N6660

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

  • Graduate MSN
  • Post-Master’s/Advanced Practice

School of Pharmacy Audiences

School of Population and Public Health Audiences


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

  • TT04. Use shared leadership practices to support team effectiveness.
  • TT01. Describe evidence-informed processes of team development and team practices.
  • TT03. Practice team reasoning, problem-solving, and decision-making.
  • TT05. Apply interprofessional conflict management methods, including identifying conflict cause and addressing divergent perspectives.
  • TT06. Reflect on self and team performance to inform and improve team effectiveness.
  • TT07. Share team accountability for outcomes.

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

  • Integrated into a course and/or experiential rotation requirements
  • Integrated into program curriculum
  • This activity is a requirement of the 6660 course. The course is offered each summer semester.

Provide Dedicated Funding Sources:

  • Decentralized school or program funding

Roles of Faculty/Staff in the IPE Experience:

  • Planning committee members
  • Faculty members approve the student's IPC colleague. IPC colleague settings must be aligned with current learning objectives.

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