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Teaching health care professionals interprofessionally is a primary educational strategy for training learners for practice in interprofessional collaborative health care settings [ 15].
This interprofessional collaborative practice model recruits nonphysician health professionals from various disciplines as autonomous, independent practitioners.
We also evaluated the potential of interprofessional collaborative practices in FQHC settings.
Nurse practitioners emerge with the requisite interprofessional collaborative practice competencies to improve oral and systemic health outcomes.
As discussed above, when we evaluated our student outcomes the overlap between the objectives and five domains of the Interprofessional Collaborative Practice Competencies (IPEC) became evident.
Interprofessional education (IPE) has become an important component of health professions curricula due to evidence that interprofessional collaborative practice improves health outcomes for patients.
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Many studies examining collaborative practice in primary care settings have been undertaken, yet identification of essential elements of effective interprofessional collaboration in primary care settings remains obscure.
However, a review of the relevant conceptual models and collaborative practice as a core concept underlying interprofessional practice highlights the need to further develop patient participation within interprofessional collaboration [ 20].
We recommend improving interprofessional collaboration.
Studies of interprofessional learning (IPL) and interprofessional practice (IPP) (collectively, interprofessional collaboration (IPC)) are no exception.
At the practitioner level, changes occurred in the other practitioners' provision of care to patients, interprofessional communication, collaborative practice, and job satisfaction.
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