B​‌‍‍‍‌‍‍‌‌‌‍‌‍‍‌‌‍‌‍‍​eyond Teamwork: Interprofessional Education (IPE) and Interprofessional Collaboration (IPC) Effective collaboration between healthcar

B​‌‍‍‍‌‍‍‌‌‌‍‌‍‍‌‌‍‌‍‍​eyond Teamwork: Interprofessional Education (IPE) and Interprofessional Collaboration (IPC) Effective collaboration between healthcare professionals is necessary to patient care. It is also a necessary aspect of healthcare education, as an effective program seeks to engage learners with various aspects of their roles and the stakeholders that support those roles. Students can benefit significantly from collaborating or otherwise engaging with those from other roles or specialties. Thus, nurse educators seek to create educational experiences that break down silos and provide opportunities to learn about, from, and with those in other roles to enable effective collaboration and improve health outcomes. Healthcare is a highly collaborative environment, and practitioners are served immensely when they have the opportunity to prepare for this. In this Discussion, you consider the differences between Interprofessional Education (IPE) and Interprofessional Collaboration (IPC). You examine the impact of collaboration between disciplines and relate this impact to your practicum. *Write an explanation of the differences between interprofessional collaboration and interprofessional education. – How do the different disciplines work together in each type of collaboration? -How do they learn together? -How does this relate to your learning objective for your practicum experience as a Nurse Educator Student? (Please see objectives below): Objective 1: Collaborate with nursing faculty, students, and clinical partners Objective 2 Determine the needs of the nursing program and incorporate appropriate learning and facilitation tools in eight weeks. Objective 3: Increase experience in varying teaching pedagogies that promote teaching and learning principles for the adult learner within 10-weeks. -Use the Learning Resources and/or the best available evidence from current literature to support your explanation. -Use at least 3 References -Rubric Requirements: -Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. -Supported by at least three current, credible sources. -Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA 7th editon manual writing rules and style. References Allen, P., Jones, M. M., & Boswell, C. (2016). Program evaluation. In S. Cannon & C. Boswell (Eds.), Evidence-based teaching in nursing: A foundation for educators (2nd ed., pp. 247–274). Jones & Bartlett Learning. Barton, A. J., & Brandt, B. (2018). Interprofessional education in the age of risk and innovation. Journal of Nursing Education, 57(11), 635–637. Bianchi, M., & Bressan, V. (2019). Effectiveness of interprofessional education and new prospects. Journal of Advanced Nursing, 75(1), 14–16. Bilinski, H., & Peternelj-Taylor, C. (2019). A path​‌‍‍‍‌‍‍‌‌‌‍‌‍‍‌‌‍‌‍‍​way for assessing the state of commitment to interprofessional education. Nurse Educator, 44(4), 175–177. Dickerson, P. S. (2019). The evolution of interprofessional continuing education. Journal of Continuing Education in Nursing, 50(8), 339–340. Frith, K. H. (2020). Design thinking: An approach to innovative interprofessional education. Nursing Education Perspectives, 41(1), 69. Halstead, J. A., & Frank, B. (2018). Pathways to a nursing education career: Transitioning from practice to academia (2nd ed.) Springer Publishing Company. • Chapter 3, “Determining Institutional Fit: Finding the Perfect Faculty Position” Credit Line: Pathways to a Nursing Education Career: Transitioning From Practice to Academia, 2nd Edition by Halstead, J. A., & Frank, B. Copyright 2018 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Longhurst, R. (2020). Embedding interprofessional education among healthcare groups to deliver best patient care. Australian Nursing & Midwifery Journal, 26(9), 35. Miltner, R. S., Jukkala, A., Dawson, M. A., & Patrician, P. A. (2015). Professional development needs of nurse managers. Journal of Continuing Education in Nursing, 46(6), 252–258. Peterson, B. L., Pittenger, A. L., Kaas, M. J., & Lounsbery, J. L. (2019). Partnering for a sustainable interprofessional psychiatric mental health nurse practitioner education curriculum. Journal of Nursing Education, 58(12), 723–727. Phillips, J. M., Phillips, C. R., Kauffman, K. R., Gainey, M., & Schnur, P. L. (2019). Academic-practice partnerships: A win-win. Journal of Continuing Education in Nursing, 50(6), 282–288. Sebastian, J. G., Breslin, E. T., Trautman, D. E., Cary, A. H., Rosseter, R. J., & Vlahov, D. (2018). Leadership by collaboration: Nursing’s bold new vision for academic-practice partnerships. Journal of Professional Nursing, 34(2), 110–116. Stewart, L. S., Stringer, T. H., VanRegenmorter, J., Miller, S., Alexander, E. H., & Phillippi, J. C. (2019). Interprofessional simulation for nursing and divinity students: Learning beyond checklists. Clinical Simulation in Nursing, 35, 10–16. Vogelsang, L., & Bergen, T. (2018). Enhancing interprofessional competencies using reflective writing in clinical nursing education. Journal of Nursing Education, 57(12), 768. von der Lancken, S., & Gunn, E. (2019). Improving role identity by shadowing interprofessional team members in a clinical setting: An innovative clinical education course. Journal of Interprofessional Care, 33(5), 464–471. Credit Line: Improving role identity by shadowing interprofessional team members in a clinical setting: An innovative clinical education course by von der Lancken, S., & Gunn, E., in Journal of Interprofessional Care, Vol. 33/ Issue 5. Copyright 2019 by Taylor & Francis Ltd. Reprinted by permission of Taylor & Francis Ltd. via ​‌‍‍‍‌‍‍‌‌‌‍‌‍‍‌‌‍‌‍‍​the Copyright Clearance Center.