Slide 1

Report
Interprofessional (IP)
Pictionary
Presenter:
Brenda Zierler, PhD, RN, FAAN
Written by:
University of Washington:
Center for Health Sciences Interprofessional
Education, Research and Practice
Objectives
• Understand how professional roles and
responsibilities complement each other
• Identify health profession based on training
requirements, usual practice setting and scope of
practice
• Discuss overlap in scopes of practice and training
requirements for various health professions
• Recognize stereotypes and biases depicted in
drawings
Why is it important to know roles and
responsibilities?
“…teamwork requires a
shared acknowledgement
of each participating
member’s roles and
abilities. Without this
acknowledgement,
adverse outcomes may
arise from a series of
seemingly trivial errors
that effective teamwork
could have prevented.”
(Baker et al., 2005b, p. 14)
The Components of a Patient Safety Program
Role Clarity,
Communication,
Values & Ethics
Interprofessional Collaborative Practice
Competency Domains
Core competencies for interprofessional collaborative practice: Report of
an expert panel. May, 2011. Washington, D.C. Interprofessional Education
Collaborative.
IPEC Competency Domain:
“Role Clarity and Responsibility”
Use the knowledge of one’s own role and
those of other professions to appropriately
assess and address the healthcare needs of
the patients and populations served.
IPEC Report, 2011
Role Clarity and Responsibility
Stereotyping and Biases
• Stereotyping related to professional roles, demographic
& cultural differences affect the health professions
• Stereotypes help create ideas about a profession’s worth
known as “disparity diversity” (Edmondson & Roloff,
2009), eroding mutual respect.
• Inaccurate perceptions about diversity prevent
professions from taking advantage of the full scope of
abilities that working together offers to improve health
care.
IPEC Competency Domain:
Role Clarity and Responsibility- specific
• RR1. Communicate one’s roles and responsibilities clearly to
patients, families, and other professionals.
• RR2. Recognize one’s limitations in skills, knowledge, and
abilities.
• RR3. Engage diverse healthcare professionals who complement
one’s own professional expertise, as well as associated
resources, to develop strategies to meet specific patient care
needs.
• RR4. Explain the roles and responsibilities of other care
providers and how the team works together to provide care.
• RR5. Use the full scope of knowledge, skills, and abilities
Role clarity leads to better
utilization of individual health
care workers, improved
communication, reduced error,
and enhanced delivery of
patient care.
(Meuser et al., 2006)
Roles Across Professions
•
•
•
•
•
•
•
•
Expert
Communicator
Educator
Advocate
Professional
Collaborator
Manager
Leader
Medicine
Nursing
Pharmacy
Physical Therapy
Dentistry
Social Work
Public Health
Physician Assistant
“We may look in the same direction,
even at the ‘same lines’, and not see
what our colleagues sees.”
(McKee, 2003)
Interprofessional Pictionary
• As a team, decide who the health care
professional is based on information provided
• Draw a representation of the health care
professional without using letters or numbers
• Be prepared to share how everyone has
contributed to the drawing
• After each team finishes drawing, the other
teams should guess the profession prior to
discussion
IP Pictionary: Reflection
•
•
•
•
What assumptions am I making?
Where did I learn these values?
What values/beliefs orient me?
How might someone whose role is different than
mine look at this?
• Why do I feel threatened when I am challenged
on this?
(McKee, 2003)
Interprofessional Pictionary
• Acknowledgements:
 IP Pictionary Game developed by Debbie Kwan at the
Educating Health Professionals for Interprofessional
Care, University of Toronto (Ehpic 2011 Certificate
Course)
 http://www.ipe.utoronto.ca/
 Edited and revised as Faculty Development Toolkit to
teach IPE Competency Domain: role clarity by the
University of Washington Macy Grant Team
 Core competencies for interprofessional collaborative
practice (IPEC, 2011)

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