CIPER is actively contributing to interprofessional practice and educational development by providing public resources to help evaluate and provide framework for success.
To learn more about these resources, open the links below.
After several years of research and successful outcomes, the Creighton Interprofessional Collaborative Evaluation (C-ICE©) instrument is now available. This free, downloadable, two-page tool was developed using the Interprofessional Education and Practice (IPEC) Core Competencies.
The a IPEC IPE Core Competency Domains include:
- Values/Ethics for Interprofessional Practice
- Interprofessional Communication
- Teams and Teamwork
Interested in using the C-ICE©?
By the Team, for the Team
The evaluation tool was created by an interprofessional team:
- Kim Begley, PharmD
- Joy Doll, OTD, OTR/L
- Kimberly Hawkins, PhD, APRN
- Lindsay Iverson, DNP, APRN-NP, ACNP-BC
- Ann Laughlin, PhD, RN
- Julie Manz, PhD, MS, RN
- Katie Packard, PharmD, MS, BCPS, AACC
- Ann Ryan-Haddad, PharmD
- Martha Todd, PhD, APRN-NP
- Mary Tracy, PhD, RN
- Jennifer Yee, MA
Clinical cases are essential teaching tools in helping students move from didactic knowledge, theory and laboratory skills to application to real-world contexts. The Interprofessional Team Reasoning Framework was developed by an interprofessional group of health professions educators at Creighton University to provide structure and guide interdisciplinary teams to pursue patient cases. The model is based on the International Classification of Functioning, Disability and Health (ICF), developed by the World Health Organization (WHO). The ICF model was chosen as a framework because it can be applied across the continuum of care in different settings and has been standardized.
To help educators optimize the use of the Interprofessional Team Reasoning Framework, we have provided links to videos of best practices and poor team interactions, documents detailing clinical cases, learning objectives and guided study questions with sample care plans.
- Interprofessional Case Study 001 (PDF)
- Individual and Team Work-Up (PDF)
- Case 001: A Case for Improvement Video
- Case 001: Best Practices Video
- IP Case Study 002 (PDF)
- Individual and Team Work-Up (PDF)
- Learning Objectives and Study Questions (PDF)
- Doll J, Packard KA, Furze J, Huggett K, Jensen G, Jorgensen D, Wilken M, Chelal H, Maio A, Qi Y. Reflections from an interprofessional education experience: evidence for the core competencies for interprofessional collaborative practice. J Interprof Care 2013;27(2):194-196.
- Packard KA, Chelal H, Maio A, Doll J, Furze J, Huggett K, Jensen G, Jorgensen D, Wilken M, Qi Y. Interprofessional team reasoning framework: a tool for case study analysis with health professions students. J Res Interprof Pract Educ 2012; 2.3:1-13.
Development and Case Repository
In order to meet baseline interprofessional competence, health professional school accreditors require collaborative practice experiences for both on-campus and distance students (National Collaborative for Improving the Clinical Learning Environment [NCICLE], 2019). Virtual interprofessional simulation (VISion) is a synchronous experiential learning option for on-campus and distance health science students. Actor-based VISion can be facilitated by health science faculty using a live video web-conferencing platform to provide students with the human connection they need while synchronously taking part in IP team roles.
To help educators optimize the development and facilitation of VISion, we have provided links to development resources, simulation instructions, and example cases. The case examples provided are those that can be used as student resources. To request the faculty resources for these cases, please email MandyKirkpatrick@creighton.edu.