Interprofessional competence model and interprofessional building ...
24
Interprofessional competence model and interprofessional building blocks Background paper Faculty working group Interprofessional Education (IPE)
Transcript of Interprofessional competence model and interprofessional building ...
Interprofessional competence modeland interprofessionalbuilding blocks
Background paperFaculty working group Interprofessional Education (IPE)
Index1. Introduction 03
2. The Zuyd interprofessional competence model 04
3. The Zuyd interprofessional building blocks 07
4. Attachment 14
5. References 20
This booklet addresses the development of the Zuyd interprofessional competence model and the Zuyd interprofessional building blocks. The former elicits the theoretical background, our reasoning behind it and the process of development. The building blocks are a result of this process. The Zuyd interprofessional competence model and the Zuyd interprofessional building blocks are context-bound as they fit to the profile of Zuyd University of Applied Sciences and as they are responsive to healthcare and social developments within the region where Zuyd University is located.
In order to develop interprofessional education, an interprofessional working group, called ‘IPOS’ (in Dutch: Inter-Professioneel Opleiden en Samenwerken [Interpro-fessional Education and Collaboration]) was initiated in November 2011. The assignment of the group was to develop a shared framework for interprofessional collabo-ration and to model and structure interprofessional education in the curricula of seven healthcare programmes and social work. One of the main tasks was to define and describe a set of interprofessional competencies.
All healthcare programmes now look at a set of competen-cies and descriptors to underpin their curricula.
Faculty working group Interprofessional education (IPE)
A collaboration between the Faculty of Healthcare and the research programme Autonomy and participation of the chronically ill people. Zuyd University of Applied Sciences.
Introduction
03.
The Zuyd interprofessional competence model
For the development of a shared framework of interprofes-sional (IP) competences we studied literature on relevant competency models. Our framework was built upon several existing competence models.
The competence model of Hugh Barr (1998) was used as starting point (Figure 1). This model describes the compe-tences every healthcare professional should have acquired: common, complementary and collaborative competences. Common means competences held in common between all professions. Complementary means competences, which distinguish one profession and complement those that distinguish other professions. Collaborative means dimensions of competence which every profession needs to collaborate within its own ranks, with other professions, with non-professionals, within organizations, between organizations, with patients and their caregivers, with volunteers and with community groups.
Figure 1: Competence model by Barr (1998)
04.
To define the collaborative competences in more detail we used the five interprofessional key competences identified by EIPEN (Vyt 2009). These are:
• Consult and collaborate effectively in IP teams, on the basis of knowledge of competences of healthcare workers;• Work out patient-centred shared care plans on the basis of information and interaction with other healthcare workers;• Anticipate, identify and remediate problems in IP teamwork and shared care planning;• Make appropriate referrals to other healthcare workers based on the knowledge of competences of healthcare workers;• Evaluate IP communication, decision making and care planning in terms of efficiency.
Figure 2: EIPEN Interprofessional key competences (Vyt, 2009).
05.
Additionally, the CanMed roles (Frank 2005) of professional, scholar, manager, expert, health advocate, communicator and team player were integrated. We placed the collabora-tive competence in the middle (Barr 1998) and the five EIPEN key IP competences (Vyt 2009) at the centre of the CanMed roles. The integration of these three models formed the ‘Zuyd IPE competence model’ (see Figure 3).
Figure 3: Integration of models into the ‘Zuyd IPE competency model’.
06.
06. 07.
The Zuydinterprofessionalbuilding blocks
Based on the above mentioned competence framework we operationnalized it by developing the Zuyd interprofessional education building blocks, short Zuyd IPE building blocks.
The next logical step was to develop descriptors for every of the five key competencies. This process was carried out in close collaboration with all educational programmes and is the result of a shared negotiation process. The 39 descriptors were ranged in terms of complexity, transferability and responsibility according to the Dublin descrip-tors (Joint Quality Initiative Informal Group 2004) and the Dutch version of the European Qualification Framework (Adviescommissie NLQF–EQ 2011). According to the Dublin descriptors we arranged the levels as 1a and 1b as beginner, level 2 as medium and level 3a and 3b as the exit level. The exit level is equal with level 6 of the European Qualification Framework.
Our final product is a shared framework of IP competences and descriptors in different levels to cover all bachelor programmes at the Faculty of Healthcare.
2 CO
RE
Wor
k ou
t IP
car
e pl
ans
Wor
k ou
t cl
ient
-ce
nter
ed s
hare
d ca
re
plan
s on
the
bas
is o
f in
form
atio
n an
d in
tera
ctio
n w
ith
othe
r pr
ofes
sion
als
3 CO
RE
Dea
l wit
h pr
oble
ms
Ant
icip
ate,
par
tici
-pa
te a
nd r
emed
iate
pr
oble
ms
in IP
te
amw
ork
and
shar
ed c
are
plan
ning
4 CO
RE
Mak
e ap
prop
iate
re
ferr
als
Mak
e ap
prop
iate
re
ferr
als
to o
ther
pr
ofes
sion
als
base
d on
the
kno
wle
dge
of
com
pete
nce
of
prof
essi
onal
s
5 CO
RE
Eval
uate
Eval
uate
IP c
omm
u-ni
cati
on, d
ecis
ion
mak
ing
and
care
pl
anni
ng in
ter
ms
of
effici
ency
1 CO
RE
Col
labo
rate
and
unde
rsta
nd
Con
sult
and
col
labo
-ra
te e
ffec
tive
ly in
IP
team
s on
the
bas
is o
f kn
owle
dge
of
com
pete
nce
of
prof
essi
onal
s
IPE
com
pete
nce
Star
tin
g le
vel c
urr
icu
lum
Med
ium
leve
l cu
rric
ulu
mEx
it le
vel c
urr
icu
lum
Leve
ls o
f com
pete
nce
rang
ed fr
om lo
w t
o hi
gh in
ter
ms
of c
ompl
exit
y, t
rans
fera
bilit
y an
d re
spon
sibi
lity
08.
09.
Prof
essi
onel
e m
edew
erke
rsD
aadk
rach
tige
orga
nisa
tie
Doe
lmat
ige
proc
esse
n
Bijd
etijd
se fa
ci-
litei
ten
Fina
ncië
n op
orde
Part
ners
1 Col
labo
rate
an
d
unde
rsta
nd
1. W
e bi
eden
een
aut
hent
ieke
, pr
akti
jkge
rich
te le
erom
gevi
ng
die
stud
ente
n aa
nspr
eekt
en
hen
in s
taat
ste
lt t
ijdig
af t
e
Fulfi
l a r
ole
in IP
tea
ms
as p
erce
ived
sa
tisf
acto
ry b
y IP
tea
m m
embe
rs
1.11
Des
crib
e re
spon
sibi
litie
s an
d co
mpe
tenc
es
of o
ther
pro
fess
iona
ls a
nd a
ckno
wle
dge
prof
essi
onal
bou
ndar
ies
1.5
Des
crib
e in
divi
dual
and
pro
fess
iona
l ex
pert
ise
1.4
Des
crib
e di
stin
ct r
oles
and
res
pons
ibili
ties
in
IP t
eam
s
1.3
Sust
ain
wor
king
rel
atio
nshi
ps in
IP t
eam
s
1.2
Init
iate
mut
ual w
orki
ng r
elat
ions
hips
and
ta
ke r
espo
nsib
ility
to
act
supp
orti
vely
and
as
sist
IP t
eam
mem
bers
1.1
App
ly in
form
atio
n of
oth
er p
rofe
ssio
nals
in
prof
essi
on-s
peci
fic in
terv
enti
ons
1
.10
Kno
w w
hen,
how
and
why
oth
er h
ealt
h-ca
re w
orke
rs w
ith
diff
eren
t ba
ckgr
ound
s ne
ed t
o be
invo
lved
in IP
car
e
1.9
Und
erst
and
how
to
cope
wit
h di
ffer
ence
s,
mis
unde
rsta
ndin
gs, o
ppos
ite
posi
tion
s an
d sh
ortc
omin
gs o
f IP
team
mem
bers
1.8
Faci
litat
e ot
her
prof
essi
onal
s in
the
IP t
eam
to
pro
vide
car
e so
tha
t in
divi
dual
clie
nts
bene
fit b
y m
axim
al h
ealt
h ga
ins
1
.7
Show
insi
ghts
, und
erst
andi
ng a
nd r
espe
ct
for
the
role
s, r
espo
nsib
iliti
es a
nd
com
pete
nces
of o
ther
pro
fess
iona
ls in
re
lati
on t
o th
e ow
n ex
pert
ise/
prof
essi
on
1
.6
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
10.
Prof
essi
onel
e m
edew
erke
rsD
aadk
rach
tige
orga
nisa
tie
Doe
lmat
ige
proc
esse
n
2 Wor
k ou
t IP
care
pla
ns
Prov
ide
com
plet
e cl
ient
info
rmat
ion
from
a p
rofe
ssio
nal-
spec
ific
pers
pect
ive
2.2
Mak
e cl
ient
info
rmat
ion
and/
or o
ther
re
leva
nt d
ocum
ents
acc
essi
ble
to o
ther
pr
ofes
sion
als
to o
ptim
ize
care
2.1
Bijd
etijd
se fa
ci-
litei
ten
Fina
ncië
n op
orde
Part
ners
1. W
e bi
eden
een
aut
hent
ieke
, pr
akti
jkge
rich
te le
erom
gevi
ng
die
stud
ente
n aa
nspr
eekt
en
hen
in s
taat
ste
lt t
ijdig
af t
e
Prof
essi
onal
s on
twik
kele
n zi
ch
Col
labo
rate
wit
h cl
ient
s/fa
mily
mem
bers
an
d ot
her
prof
essi
onal
s to
impl
emen
t an
IP
care
pla
n
2.8
Mak
e su
re t
hat
clie
nts/
fam
ily m
embe
rs
unde
rsta
nd a
nd a
gree
on
the
IP c
are
plan
2
.7
Form
ulat
e, t
oget
her
wit
h cl
ient
s/fa
mily
m
embe
rs a
nd o
ther
pro
fess
iona
ls, c
are
and
trea
tmen
t go
als
2.
4
Del
iber
ate
toge
ther
ove
r an
d m
ake
deci
sion
s w
ith
clie
nts/
fam
ily m
embe
rs a
nd
othe
r pr
ofes
sion
als
abou
t th
e cl
ient
-ce
ntre
d ca
re a
nd t
reat
men
t pl
an a
nd
confi
rm it
2.6
Part
icip
ate
in a
sha
red
prob
lem
ana
lsis
w
ith
rele
vant
pro
fess
iona
ls in
volv
ed
whe
reby
the
clie
nt’s
indi
vidu
al p
ersp
ecti
ve
is c
entr
al
2.
3
Mak
e de
cisi
ons
on c
lient
-cen
tred
car
e an
d tr
eatm
ent
goal
s to
geth
er w
ith
clie
nts/
fam
ily m
embe
rs a
nd o
ther
pro
fess
iona
ls
2
.5
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
10. 11.
3 Dea
l wit
hpr
oble
ms
Prof
essi
onel
e m
edew
erke
rsD
aadk
rach
tige
orga
nisa
tie
Prov
ide
cons
truc
tive
and
app
ropr
iate
fe
ed-b
ack
to IP
tea
m m
embe
rs
3
.2
Refl
ect
on o
ne’s
ow
n be
havi
our
in t
he
cont
ext
of t
he IP
tea
m
3
.1
Doe
lmat
ige
proc
esse
n
Bijd
etijd
se fa
ci-
litei
ten
Iden
tify
indi
vidu
ally
per
ceiv
ed p
robl
ems
and
dile
mm
as a
nd d
iscu
ss t
hem
in t
he IP
tea
m
3
.4
Refl
ect
on IP
tea
mw
ork
3
.3
Dis
cuss
and
sol
ve in
divi
dual
ly p
erce
ived
pr
oble
ms
in t
he c
onte
xt o
f IP
team
wor
k
3
.8
Ant
icip
ate
indi
vidu
ally
per
ceiv
ed p
robl
ems
in IP
tea
ms
3
.7
Part
icip
ate
in t
he s
olvi
ng o
f IP
team
pr
oble
ms
3
.6
Iden
tify
and
art
icul
ate
prob
lem
s w
ithi
n IP
tea
ms
3
.5
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
12.
Prof
essi
onel
e m
edew
erke
rsD
aadk
rach
tige
orga
nisa
tie
Doe
lmat
ige
proc
esse
n
4 Mak
e ap
prop
riat
e re
ferr
als
Des
crib
e th
e ne
twor
k of
soc
ial a
nd h
ealt
h se
rvic
es in
cer
tain
geo
grap
hica
l are
as a
nd
inte
ract
wit
h th
em
4.1
Bijd
etijd
se fa
ci-
litei
ten
Fina
ncië
n op
orde
Part
ners
1. W
e bi
eden
een
aut
hent
ieke
, pr
akti
jkge
rich
te le
erom
gevi
ng
die
stud
ente
n aa
nspr
eekt
en
hen
in s
taat
ste
lt t
ijdig
af t
e
Prof
essi
onal
s on
twik
kele
n zi
ch
App
ly a
cces
sibl
e to
ols
for
the
docu
men
tati
on in
clie
nt r
ecor
ds a
nd
refe
rral
s.
4.5
Prov
ide
rele
vant
and
nec
essa
ry
info
rmat
ion
duri
ng h
and-
over
s an
d re
ferr
als
4
.4
Use
a la
ngua
ge le
vel a
nd s
tyle
tha
t is
un
ders
tand
able
to
clie
nts/
fam
ily m
embe
rs
and
othe
r pr
ofes
sion
als
whe
n re
ferr
ing
(wri
tten
, ver
bal,
digi
tal,
by p
hone
etc
.)
4.
3
Mak
e ap
prop
riat
e re
ferr
als
to d
iffer
ent
prof
essi
onal
s w
ithi
n th
e IP
tea
m a
nd
wit
hin
rele
vant
oth
er p
rofe
ssio
nals
, ex
tern
al t
o th
e IP
tea
m
4.
2
12. 13.
5 Eval
uate
Fina
ncië
n op
orde
Part
ners
1. W
e bi
eden
een
aut
hent
ieke
, pr
akti
jkge
rich
te le
erom
gevi
ng
die
stud
ente
n aa
nspr
eekt
en
hen
in s
taat
ste
lt t
ijdig
af t
e
Con
trib
ute
acti
vely
and
pro
fess
iona
lly t
o IP
ca
se m
eeti
ngs,
tea
m a
ppoi
ntm
ents
, tea
m
colla
bora
tion
and
net
wor
king
5.6
Adj
ust
the
care
pro
vide
d by
an
IP t
eam
ba
sed
on t
he e
valu
atio
n w
ith
clie
nts/
fam
ily
mem
bers
, tea
m m
embe
rs, p
rofe
ssio
nals
in
inte
grat
ed c
are
path
way
s an
d ad
voca
cy
grou
ps (s
ocia
l and
hea
lthc
are)
5.5
Eval
uate
the
effi
cien
cy o
f IP
care
wit
h cl
ient
s/fa
mily
mem
bers
, tea
m m
embe
rs,
prof
essi
onal
s in
inte
grat
ed c
are
path
way
s an
d ad
voca
cy g
roup
s (s
ocia
l and
hea
lth-
care
)
5
.4
Eval
uate
the
IP d
ecis
ion
mak
ing
wit
h cl
ient
s/fa
mily
mem
bers
, tea
m m
embe
rs,
prof
essi
onal
s in
inte
grat
ed c
are
path
way
s an
d ad
voca
cy g
roup
s (s
ocia
l and
hea
lth-
care
)
5
.3
Eval
uate
the
com
mun
icat
ion
wit
h cl
ient
s/fa
mily
mem
bers
, tea
m m
embe
rs,
prof
essi
onal
s in
inte
grat
ed c
are
path
way
s an
d ad
voca
cy g
roup
s (s
ocia
l and
hea
lth-
care
)
5
.2
Eval
uate
clie
nt-c
entr
ed c
are
wit
h cl
ient
s/fa
mily
mem
bers
in t
he r
ole
of
indi
vidu
al h
ealt
hcar
e w
orke
r, in
the
con
text
of
an
IP t
eam
and
wit
hin
inte
grat
ed c
are
path
way
s
5.
1
14.
Attachment:
The Zuyd interprofessional building blocks (Dutch version)
2 KER
NW
erke
n m
et IP
zorg
plan
nen
Het
kun
nen
uitw
er-
ken
van
clië
ntge
cen-
tree
rde
zorg
plan
nen
op b
asis
van
de
info
rmat
ie v
an, e
n de
in
tera
ctie
met
de
vers
chill
ende
zo
rgpr
ofes
sion
als
3 KER
NPr
oble
em-o
plos
send
hand
elen
in IP
tea
ms
Het
kun
nen
anti
cipe
-re
n op
, ide
ntifi
cere
n va
n en
het
opl
osse
n va
n pr
oble
men
in IP
te
amw
ork
en d
e ge
zam
enlij
ke
plan
ning
4 KER
NPa
ssen
d IP
ver
wijz
en
Het
kun
nen
verw
ij-ze
n op
een
pas
send
e m
anie
r na
ar d
e ve
rsch
illen
de
zorg
prof
essi
onal
s op
ba
sis
van
het
begr
ip
van
de c
ompe
tent
ies
die
de v
ersc
hille
nde
zorg
prof
essi
onal
s be
zitt
en
5 KER
NEv
alue
ren
van
IPte
amw
erk
Het
kun
nen
eval
ue-
ren
van
IP c
omm
uni-
cati
e, b
eslu
itvo
rmin
g en
pla
nnin
g va
n zo
rg
op e
ffici
ënti
e
1 KER
NEl
kaar
s co
mpe
tent
ies
kenn
en e
n be
grijp
en
Effec
tief
kun
nen
sam
enw
erke
n en
co
nsul
tere
n in
IP
team
s op
bas
is v
an
begr
ip v
an d
e co
mpe
tent
ies
die
de
vers
chill
ende
zo
rgpr
ofes
sion
als
bezi
tten
Opb
ouw
in n
ivea
us o
pklim
men
d op
het
geb
ied
van
com
plex
itei
t ve
rant
woo
rdel
ijkhe
id e
n m
ate
van
tran
sfer
.
IPO
S sl
eute
l com
pete
nti
esSt
artn
ivea
u c
urr
icu
lum
Med
ium
niv
eau
cu
rric
ulu
mEi
ndn
ivea
u c
urr
icu
lum
14. 15.
Prof
essi
onel
e m
edew
erke
rsD
aadk
rach
tige
orga
nisa
tie
Doe
lmat
ige
proc
esse
n
1 Elka
ars
com
pete
n-ti
es k
enne
n en
beg
rijp
enK
an v
eran
twoo
rdel
ijkhe
den
en
com
pete
ntie
s va
n an
dere
pro
fess
iona
ls
besc
hrijv
en e
n gr
enze
n he
rken
nen
1.5
Kan
eig
en s
peci
fieke
exp
erti
se b
esch
rijv
en
1.4
Kan
eig
en r
olle
n en
ver
antw
oord
elijk
hede
n in
IP t
eam
s be
schr
ijven
1.3
Kan
wer
krel
atie
s in
IP t
eam
in s
tand
ho
uden
1
.2
Is in
sta
at o
m w
eder
zijd
se w
erkr
elat
ies
aan
te g
aan
in IP
tea
ms,
kan
tea
mle
den
aanv
ulle
n en
ond
erst
eune
n en
nee
mt
vera
ntw
oord
elijk
heid
hie
rin
1.1
Bijd
etijd
se fa
ci-
litei
ten
Fina
ncië
n op
orde
Part
ners
1. W
e bi
eden
een
aut
hent
ieke
, pr
akti
jkge
rich
te le
erom
gevi
ng
die
stud
ente
n aa
nspr
eekt
en
hen
in s
taat
ste
lt t
ijdig
af t
e
Ver
vult
een
eig
en r
ol in
IP t
eam
s to
t te
vre-
denh
eid
van
de t
eam
lede
n
1.11
Kan
geg
even
s va
n an
dere
pro
fess
iona
ls
toep
asse
n in
de
eige
n in
terv
enti
es
1.
10
Wee
t w
anne
er, h
oe e
n w
aaro
m a
nder
e pr
ofes
sion
als
bij I
P zo
rg b
etro
kken
kun
nen
wor
den
1.
9
Kan
om
gaan
met
ver
schi
llen,
m
isve
rsta
nden
, teg
enst
rijd
ighe
den
en
teko
rtko
min
gen
van
team
lede
n
1.8
Ond
erst
eunt
and
ere
prof
essi
onal
s in
het
IP
team
en
leve
rt z
odoe
nde
een
bijd
rage
aan
ee
n m
axim
aal h
aalb
aar
posi
tief
eff
ect
op d
e in
divi
duel
e zo
rg v
oor
de c
liënt
1.7
Toon
t in
zich
t, be
grip
en
resp
ect
voor
rol
len,
ve
rant
woo
rdel
ijkhe
den
en c
ompe
tent
ies
van
ande
re p
rofe
ssio
nals
in r
elat
ie t
ot d
e ei
gen
prof
essi
e
1.6
16.
Prof
essi
onel
e m
edew
erke
rsD
aadk
rach
tige
orga
nisa
tie
Doe
lmat
ige
proc
esse
n
2 Wer
ken
m
et in
ter-
prof
essi
onel
ezo
rgpl
anne
n
Leve
rt v
anui
t ei
gen
prof
essi
e ee
n bi
jdra
ge a
an e
en c
ompl
ete
besc
hrijv
ing
van
de c
liënt
2
.2
Stel
t ei
gen
onde
rzoe
ksge
geve
ns e
n/of
vo
orzi
enin
gen
besc
hikb
aar
aan
ande
re
prof
essi
onal
s om
de
zorg
voo
r de
clië
nt
te o
ptim
alis
eren
2.1
Bijd
etijd
se fa
ci-
litei
ten
Fina
ncië
n op
orde
Part
ners
1. W
e bi
eden
een
aut
hent
ieke
, pr
akti
jkge
rich
te le
erom
gevi
ng
die
stud
ente
n aa
nspr
eekt
en
hen
in s
taat
ste
lt t
ijdig
af t
e
Prof
essi
onal
s on
twik
kele
n zi
ch
Wer
kt s
amen
met
and
ere
prof
essi
onal
s en
met
de
clië
nt (f
amili
e) o
m d
e zo
rg t
e pl
anne
n
2.8
Che
ckt
of c
liënt
(fam
ilie)
het
gef
orm
ulee
rde
zorg
/beh
ande
lpla
n be
grijp
t en
hie
rmee
ak
koor
d ga
at
2.7
Form
ulee
rt s
amen
met
de
clië
nt/f
amili
e en
an
dere
pro
fess
iona
ls z
org/
beha
ndel
doel
en
2.4
Bes
pree
kt s
amen
met
de
clië
nt (f
amili
e) e
n an
dere
pro
fess
iona
ls h
et c
liënt
gece
ntre
erde
zo
rg/b
ehan
delp
lan
en le
gt d
it z
orgp
lan
ook
vast
2.
6
Leve
rt e
en b
ijdra
ge a
an e
en g
edee
lde
prob
leem
anal
yse
van
alle
bet
rokk
en
prof
essi
onal
s w
aarb
ij he
t pe
rsoo
nlijk
pe
rspe
ctie
f van
de
clië
nt c
entr
aal s
taat
2.3
Nee
mt
sam
en m
et d
e cl
iënt
(fam
ilie)
en
ande
re p
rofe
ssio
nals
, bes
lissi
ngen
ove
r cl
iënt
gece
ntre
erde
zor
g/be
hand
eldo
elen
2.5
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
16. 17.
Prof
essi
onel
e m
edew
erke
rsD
aadk
rach
tige
orga
nisa
tie
Doe
lmat
ige
proc
esse
n
3 Prob
leem
-op
loss
end
hand
elen
in
inte
rpro
-fe
ssio
nele
te
ams
Kan
feed
back
gev
en a
an a
nder
e te
amle
den
op e
en p
asse
nde
en c
onst
ruct
ieve
man
ier
3
.2
Kan
refl
ecte
ren
op e
igen
han
dele
n in
IP
team
3
.1
Bijd
etijd
se fa
ci-
litei
ten
Kan
eig
en p
robl
emen
en
dile
mm
a’s
iden
tific
eren
en
besp
reek
baar
mak
en in
ee
n IP
tea
m
3.4
Kan
refl
ecte
ren
op IP
tea
mw
ork
3
.3
Prof
essi
onal
s on
twik
kele
n zi
ch
Is in
sta
at o
m e
igen
pro
blem
en in
IP
team
wor
k aa
n te
pak
ken
en a
dequ
aat
op t
e lo
ssen
3
.8
Kan
ant
icip
eren
op
eige
n pr
oble
men
in
IP t
eam
3.7
Is in
sta
at o
m p
robl
emen
van
IP t
eam
aa
n te
pak
ken
en o
p te
loss
en
3.6
Kan
pro
blem
en b
inne
n he
t IP
tea
m t
ijdig
id
enti
ficer
en e
n be
spre
ekba
ar m
aken
3
.5
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
Prof
essi
onal
s on
twik
kele
n zi
ch
18.
Daa
dkra
chti
geor
gani
sati
eD
oelm
atig
e
proc
esse
n
4 Pass
end
inte
r-pr
ofes
sion
eel
verw
ijzen
Kan
de
soci
ale
kaar
t in
de
betr
effen
de
regi
o be
schr
ijven
en
hant
eren
4
.1
Bijd
etijd
se fa
ci-
litei
ten
Prof
essi
onal
s on
twik
kele
n zi
ch
Kan
de
aanw
ezig
e to
ols
voor
rap
port
age
en
verw
ijzin
g op
een
juis
te m
anie
r to
epas
sen.
4
.5
Ver
stre
kt r
elev
ante
en
vold
oend
e in
form
atie
bij
een
over
drac
ht o
f ve
rwijz
ing
4
.4
Kan
in v
oor
ande
re p
rofe
ssio
nals
en
clië
nt
begr
ijpel
ijke
taal
ver
wijz
en (s
chri
ftel
ijk,
mon
delin
g, t
elef
onis
ch, d
igit
aal,
enz.
)
4
.3
Kan
op
een
juis
te m
anie
r ve
rwijz
en n
aar
de v
ersc
hille
nde
zorg
prof
essi
onal
s bi
nnen
en
bui
ten
een
IP t
eam
4.2
18. 19.
5 Eval
uere
n va
n in
ter-
prof
essi
onee
l te
amw
erk
Fina
ncië
n op
orde
Part
ners
1. W
e bi
eden
een
aut
hent
ieke
, pr
akti
jkge
rich
te le
erom
gevi
ng
die
stud
ente
n aa
nspr
eekt
en
hen
in s
taat
ste
lt t
ijdig
af t
e
Dra
agt
acti
ef e
n pr
ofes
sion
eel b
ij aa
n IP
ca
susb
espr
ekin
gen,
ver
gade
ring
en, t
eam
sa
men
wer
king
en
netw
erke
n
5.6
Kan
de
IP z
org
op b
asis
van
de
eval
uati
e m
et c
liënt
(fam
ilie)
, tea
mle
den,
ket
en-
zo
rger
s, m
ante
lzor
gers
en
bela
ngen
-or
gani
sati
es (z
org
en w
elzi
jn) a
anpa
ssen
5.
5
Kan
de
effici
ënti
e va
n IP
zor
g m
et c
liënt
(f
amili
e), t
eam
lede
n, k
eten
zorg
ers,
m
ante
lzor
gers
en
bela
ngen
orga
nisa
ties
(z
org
en w
elzi
jn) o
p m
etho
disc
he w
ijze
eval
uere
n
5.
4
Kan
de
IP b
eslu
itvo
rmin
g m
et c
liënt
(f
amili
e), t
eam
lede
n, k
eten
zorg
ers,
man
tel-
zorg
ers
en b
elan
geno
rgan
isat
ies
(zor
g en
w
elzi
jn) o
p m
etho
disc
he w
ijze
eval
uere
n
5
.3
Kan
de
IP c
omm
unic
atie
met
clië
nt
(fam
ilie)
, tea
mle
den,
ket
enzo
rger
s, m
ante
l-zo
rger
s en
bel
ange
norg
anis
atie
s (z
org
en
wel
zijn
) op
met
hodi
sche
wijz
e ev
alue
ren
5.2
kan
de c
liënt
gece
ntre
erde
zor
g op
m
etho
disc
he w
ijze
eval
uere
n al
s in
divi
duel
e zo
rgve
rlen
er, a
ls IP
tea
m e
n bi
nnen
ke
tenz
org
met
clië
nt (f
amili
e)
5
.1
20.
ReferencesAdviescommissie NLQF–EQF (2011). Introductie van het Nederlands Nationaal Kwalificatiekader NLQF in nationaal en Europees perspec-tief. ’s Hertogenbosch: Commissie NLQF–EQF.
Barr H (1998). Competent to collaborate: Towards a competency-based model for interprofessional education. Journal of Interprofes-sional Care, 12, 181-188.
Contributors in attendance at the JQI meeting in Dublin. (2004). Shared ‘Dublin’ descriptors for Short Cycle, First Cycle, Second Cycle and Third Cycle Award. Dublin: Joint Quality Initiative Informal Group.
Frank JR (2005). The CanMEDS 2005 Physician Competency Frame-work. Better standards. Better physicians. Better care. Ottawa: The Royal College of Physicians and Surgeons of Canada.
Frenk J, Lincoln C, Zulfiqar AB, Cohen J, Crisp N, Evans T, Fineberg F e.a. (2010). Education of Health Professionals for the 21 the Century: A Global Independent Commission 2010 Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world. Lancet, 376, 1923-1957.
Vyt A (2009). Exploring quality assurance for interprofessional educa-tion in health and social care. Antwerpen-Apeldoorn: Garant.
WHO Working Group (2010). Framework for action on interprofessio-nal education and collaborative Practice. Geneva:World Health Organisation.
20.
Zuyd Hogeschoolmaart 2016
