Leadership: Interprofessional Collaboration
In this course, nurses and other health professionals working together as an interprofessional collaborative team is the focus of discussion. Concepts and essential content that will be addressed relative to these topics are listed below. In addition, the core curriculum concepts are integrated into this course.
- Multidisciplinary practice models
- Interdisciplinary practice models
- Collaborative care models
- Improved health outcomes
- Continuity of care
- Interprofessional teams
- Unique and shared competencies
- Role clarification
- Sharing nursing perspectives
- Shared planning
- Shared decision-making and problem solving
- Conflict Resolution
- Quality improvement
Trends, issues and barriers
- Professional culture
- Professional cultural change
- Group dynamics
- Team development
- Team maintenance
- Teamwork/team effectiveness
- Interdependent professional relationships
- Shared leadership
- Consensus building
Knowledge, skills and attitudes for interprofessional collaboration
- Client-centered care
- Cultural competence
- Cultural safety
- Cultural humility
- Critical reflection
- Interprofessional interaction
- Shared meaning
- Consultation and referral
- Information and communication technology
It is the intent of faculty to facilitate student learning, and promote critical inquiry, reflection and analytical reasoning through a variety of learning processes such as role-play and interaction analysis, case based studies, group project work and analysis, and use of electronic resources.
The course evaluation is consistent with Douglas College Evaluation Policy. A course evaluation schedule and other course evaluation information are provided on the Instructor’s Course Outline, which is available to students at the beginning of each semester. This is a graded course.
At the end of this course, the successful student will be able to:
- Demonstrate the competency and commitment that fosters interprofessional collaborative practice and supports comprehensive cohesive client-centered care.
- Critically reflect on and demonstrate the knowledge, skills and attitudes that facilitate effective team functioning for the provision of safe client care and improved health outcomes.
- Demonstrates an understanding of the unique disciplinary contribution of all health professionals, and patients and family in health care planning and decision-making.
- Reflect on factors that facilitate and constrain interprofessional collaboration in contemporary nursing practice settings and consider implications for the development of interprofessional collaborative practice.
Textbooks and Materials to be Purchased by Students:
A list of recommended textbooks and materials is provided on the Instructor’s Course Outline, which is available to students at the beginning of each semester.
NURS 2111 AND NURS 2112 AND NURS 2113 AND NURS 2114 AND NURS 2116
Students in the BSN program are required to maintain a passing grade of 65% (C+) in all courses in order to progress in the program.
No equivalent courses.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
|Institution||Transfer Details for NURS 2215|
|Thompson Rivers University (TRU)||TRU NURS 1700 (3)|