Introduction to the ICPLE Development Plan

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The ICP&LE Development Plan was created through the experiences and work completed by the project's participating site teams. The purpose of the plan is to support other clinical sites to replicate an interprofessional collaborative practice and learning environment in their own setting.

The Development Plan's steps/components are graphically depicted below. Each step is presented within the toolkit and the tools/resources developed and used by the site teams are available. Click on the drop-down menu from the main Toolkit icon above to select and review each step and access specific resources.

Ground the work within the Canadian Interprofessional Health Collaborative (CIHC) and World Health Organization (WHO) competency frameworks:

Central to forming an ICP&LE is the need to develop competencies related to collaborative practice among members of care delivery teams and redesign of the way in which providers work together to maximize the effective utilization of all team members. The CIHC framework identifies six competencies required for effective collaborative person centered care and service. The WHO framework highlights the need to take action in three key areas in order to make and sustain change: interprofessional education, collaborative practice, system level support structures. Together these frameworks provide common language for ICP&LEs and point to where and how interventions can be planned and deployed. They also provide the basis for development of common indicators and measures of collaborative practice.

CIHC National Interprofessional Competency Framework (2010): http://www.cihc.ca/files/CIHC_IPCompetencies_Feb1210r.pdf

WHO Framework for Action on IP Education and Collaborative Practice (2010): www.who.int/hrh/resources/framework_action/en/index.html

Employ dedicated facilitators to work with the teams:

A project site facilitator is a dedicated resource that functions as a key "intervention" with team members as well as a guide for the process of creating the ICP&LE. Investing in this resource signals that this is an important process and is deserving of the team's energy and time. It also allows the team members to focus on how they would like to change, rather than be concerned with the process.

Begin the work with those who demonstrate a willingness to reflect on and change their practice:

Consider asking teams to volunteer or apply to be part of the process of creating the ICP&LE. They could be asked to explain why they want to be involved and why / how they are willing to change their practice and approach.

Identify and foster links to other elements of the organization's strategic agenda:

Build support for the ICP&LE by showing the linkages between project activities and other strategic primary healthcare and/or service redesign initiatives at the organization, provincial and national levels.

Identify and establish leaders/champions at many levels:

Look for leaders / champions within the team, their department and the broader organization. These are people who will speak to the benefits of ICP&LEs and highlight how practice change is advancing the organization's agenda and improving patient care.

Utilize multiple methods of communication:

Use formal and informal communication approaches (ie: meetings, presentations, email etc.) within the team and to communicate with others about the development of the ICP&LE. Consider developing an electronic community of practice (eCoP) to further engage and support participants.

Incorporate principles of continuous quality improvement:

As with any change management process, it is important to allow for modifications to the approach and opportunities to review and incorporate evaluation results throughout the process.

Engage a Knowledge Broker in the process:

A knowledge broker is a valuable resource for facilitation of knowledge sharing, exchange and translation. A KB is particularly beneficial where multiple sites are working collaboratively, but could also be considered for a single site ICP&LE and as an intervention.


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