Center for Interprofessional Practice, Education and Research

BETTER CARE THROUGH COLLABORATION.

Collaboration among health care professionals is key to delivering better care to improve the patient experience. The Center for Interprofessional Practice, Education and Research (CIPER) is the catalyst for interprofessional education and practice for Creighton University and CHI Health, our primary academic health partner. CIPER is part of the Nexus Innovations Network supported by the National Center for Interprofessional Practice and Education.

Interprofessional Education 

This innovative enterprise, one of the first in the nation, ensures students in Creighton’s health sciences programs receive an interprofessional education that prepares them to collaborate and share knowledge with other health care professionals in their future careers. 

Learning Laboratory

Students complete interprofessional education (IPE) activities and courses. Through the new CHI Health Creighton University Medical Center University Campus, health sciences students at Creighton can put their education into practice in everyday situations with real-time decision making.

Educators and Professionals

The Center for Interprofessional Practice, Education and Research provides IPE tools and resources as well as IPE and Interprofessional Collaborative Practice (IPCP) courses for clinicians and faculty at Creighton and other institutions. 

IPE Passport

The Interprofessional Education Passport consists of student learning activities focused on meeting the core competencies for interprofessional collaborative practice and each profession’s interprofessional education accreditation requirements.

Interprofessional education is defined as “when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes” (WHO, 2010).

As a Creighton health sciences student, you must complete three IPE Passport activities to graduate. Prior to enrollment in the IPE Passport, you must successfully complete IPE 400: Introduction to Collaborative Care. In order for an activity to be approved as part of the IPE Passport, it must meet certain criteria and be approved by the CIPER Curriculum & Assessment Committee.

IPE Passport Resources

CED 400 Introduction to Collaborative Care

This is an online, self-paced faculty development course for clinicians and faculty desiring a basic introduction to the concepts of IPE and IPCP. The course provides eight (8) CEU/CME approved by Creighton University Health Sciences Continuing Education, which holds joint accreditation from the Accreditation Council for Continuing Medical Education, the Accreditation Council for Pharmacy Education and the American Nurses Credentialing Center.

Lesson content includes:

  • Lesson 1: What is IPE and Interprofessional Collaborative Care?
  • Lesson 2: Defining the Members of the Health Care Team
  • Lesson 3: What is a Team?
  • Lesson 4: Working in a Health Care Team
  • Lesson 5: Leadership and Teaching in Interprofessional Collaborative Practice
     

The course is open to all health care professionals including dentists, emergency medical services personnel, nurses, nurse practitioners, occupational therapy practitioners, pharmacists, physicians, physical therapy practitioners and social workers.

Cost: $75 per person outside of Creighton and/or CHI Health.

Registration: Open to the public through the online form.
*Creighton/CHI Health employee or Creighton preceptors are free. Please email CIPER [at] creighton [dot] edu to register.

Registration Questions? Contact the CIPER office at 402.280.5270 or email CIPER [at] creighton [dot] edu.

CED 400 Course preview video

IPE 400 Introduction to Collaborative Care

This course is an online, self-paced course for health professions students that provides a basic introduction to the concepts of IPE and IPCP. The course is designed to be .5 credits or 8 contact hours.
Students receive an introduction to:

  • Core Competencies for Interprofessional Collaborative Practice 
  • Roles and responsibilities of health care providers on the team
  • Health care team development and dynamics
     

The course is integrated with cases for application and knowledge growth.

More than 900 students from across seven professions have taken the course. Results from the Team Skills Scale demonstrates significance in all areas of team skills. Student feedback has been overwhelmingly positive.

Cost: Per student rate: $50
Institutional rate: negotiable based on number of students

Registration: Contact the CIPER office at 402.280.5270 or email CIPER [at] creighton [dot] edu.

For complete details, see the PDF iconIPE 400 Policy

IPE Course Approval

IPE courses are approved through the IPE Curriculum and Assessment committee, an interprofessional team of faculty that have expertise in the interprofessional field. A common syllabi template has been drafted to be used for all IPE courses within the Health Sciences. This ensures a clear approval process cycle with curricula assessment and outcomes identified. The common syllabi template ensures all criteria for IPE and accreditation(s) have been met.

IPE Tools

Creighton Interprofessional Collaborative Evaluation (C-ICE©)

Creighton University is known for its commitment to interprofessional education (IPE). 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 Four IPEC IPE Core Competency Domains include:

  • Values/Ethics for Interprofessional Practice
  • Roles/Responsibilities
  • Interprofessional Communication
  • Teams and Teamwork
     

Training Videos

Introductory Training is also provided to ensure educators are properly utilizing the instrument along with a Q&A video.

    Interested in C-ICE©?

    To access the C-ICE, please complete the terms of use agreement. You may download a free document of the instrument after agreeing to the terms of use.

    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

    Team Reasoning Framework and Clinical Cases

    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.

    Case 1

    Case 2

    Related Scholarship

    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.