Collaborative Care Curriculum
Collaborative, rather than profession specific practice, is required to deliver safe, efficient and integrated healthcare. To prepare students to meet patient expectations for collaborative working, interprofessional learning opportunities are necessary. The Faculty of Medicine, Nursing and Health Sciences (FMNHS) at Monash University has established consensus on the curriculum required to prepare students for collaborative practice. The purpose of this document is to assist academic staff across the professions to design curriculum content together, aligned to the desired outcomes at the relevant levels.
The objectives of the Collaborative Care Curriculum are to:
- Establish an overarching education framework for collaborative practice, learning outcomes at novice, intermediate and entry to practice levels
- Support the development and promotion of interprofessional learning opportunities within profession specific curriculum
- Support the pursuit of educational research in the design, delivery and evaluation of the Collaborative Care Curriculum
- Advise on the development of educational resources to support the Collaborative Care Curriculum learning outcomes
The FMNHS at Monash University is large, with around 13,000 students across five campuses in Victoria, a campus in Malaysia, and numerous international partnerships and co-operative ventures. The health professions represented in the Faculty are medicine, midwifery, nursing, nutrition and dietetics, occupational therapy, paramedicine, pharmacy, physiotherapy, psychology, radiography, radiation therapy, ultrasound and social work.
Courses vary in length from two-year postgraduate entry courses, to five-year undergraduate entry courses. Although beyond the scope of this health professional focused curriculum, the role of administrators and information systems in the delivery of safe and effective collaborative practice is acknowledged.
The curriculum is structured as a continuum rather than aligned to years of study. This enables the development of targeted learning programs, where the curriculum is used to plan in relation to learning needs, rather than assumed knowledge, skills or behaviours. Each theme includes learning outcomes explaining what students are able to understand and do at different levels. The achievement standards are provided in three levels with learning outcomes reflecting the emphasis within the stage of learning where:
- Novice (First year of an undergraduate degree)
- Intermediate (Second or Third year of an undergraduate degree, or First year of a graduate entry)
- Entry to practice (Final year)
Collaborative learning outcomes from the 2016 accreditation document for each profession formed the starting point for this curriculum framework. Existing interprofessional curriculum frameworks were sourced; the Canadian CIHC National Interprofessional Competency Framework and Curtin University Framework were key references. With thanks to the enthusiastic input of the Collaborative Care Curriculum Working Group.
Guide to Facilitating Interprofessional Education
Skilled interprofessional facilitation is key for student learning. Working with a team from AIPPEN (Australasian Interprofessional Practice and Education Network) we have summarised the main themes in the interprofessional facilitation literature (2010-2021) in an infographic.
Click on the infographic below to view in full screen.
The target audience for this infographic is academic staff involved in the facilitation of interprofessional education programs.
Designing an Interfaculty Education Program
We have learnt some lessons about the design of interfaculty education programs in recent years. We have created an online 45 minute module to share our learnings. The target audience for this module is academic staff involved in the design and delivery of interfaculty education programs.
Support for this project has been provided by the Monash Education Academy.
Dr Fiona Kent
Collaborative Care Curriculum Lead