Shortcomings of modeling interprofessional collaboration competence in nurse education: A protocol for a scoping review of empirical research

Assessment of Interprofessional Competencies in Primary Health Care: A Scoping Review

ABSTRACT Background Interprofessional education (IPE) and interprofessional collaborative practice (IPCP) are essential strategies for developing the necessary interprofessional competencies (IPC) for collaborative practice. While self‐assessment tools measuring IPC are widely used in educational settings, their application in primary health care (PHC) is limited. This study aimed to identify and analyse the available tools for assessing IPC in PHC, highlighting their characteristics and applicability. Methods A scoping review was conducted by searching eight databases. Data extracted included publication details and descriptions of assessment tools. Results The search identified 981 records, of which 21 studies describing 15 different assessment tools were included. Most studies were published between 2016 and 2024, conducted primarily in the United States, and involved professionals from Nursing, Medicine and Pharmacy. The tools were mainly based on the Interprofessional Education Collaborative (IPEC) Core Competencies and the Canadian Interprofessional Health Collaborative frameworks, underscoring their established role as key references for IPC. Common assessed domains and competencies included roles and responsibilities, teamwork and collaboration and interprofessional communication. Additionally, some tools incorporated competencies related to community centred care, collaborative leadership and public health, indicating their potential relevance to PHC. Conclusion This review provides a comprehensive overview of the IPC assessment tools used in primary health settings, offering insights into the diversity of evaluation methods. Faculty, health professionals and researchers should identify the most appropriate tool according to the context in which it will be used, ensuring its applicability and the generation of results that will contribute to the enhancement of IPE and IPCP.

Towards Interprofessional Education and Collaboration to Improve Students’ Competences

Interprofessional education collaboration (IPE/C) among undergraduate students is a pivotal learning experience to build comprehensive competencies in a better understanding of communication, teamwork, and the roles of different professions. This study aimed to investigate the interprofessional education collaboration among nursing students in clinical nursing practices, with a descriptive quantitative research design. A total of 69 undergraduate nursing students participated who had experienced interprofessional practices in 2024. Data were collected using a structured, selfadministered questionnaire adopted from the Psychometric Evaluation of Interprofessional education collaboration Competency Tool (PEIEC). The result of this study showed the highest professional identity, 43 (62%), and other competences 38% regarding teamwork, roles, responsibility, and communication. The findings revealed generally positive exploring very good competences (54%) for doing team collaboration and good competences for others, including communication (26%) and 20% (professional identity). IPE/C has been widely studied and recognized for its benefits in healthcare education and practice. IPE/C has been reported as pivotal in preparing students for the health workforce, where teamwork is an essential competency required for practice. Numerous studies have demonstrated that IPE/C fosters interprofessional collaboration, reduces barriers and preconceptions among different healthcare student groups, and enhances professional competencies. In conclusion, the Interprofessional education collaboration is essential to advancing competencies, enhancing collaboration, and contributing to better patient care outcomes 

A framework to guide the integration of interprofessional education in the classroom and practice setting - underpinned by findings from a sequential mixed methods study.

Health and social care systems face increasing demands for interprofessional education and collaborative practice (IPECP) to meet complex patient needs. In response, global leaders advocate for interprofessional education (IPE) to prepare professionals for effective IPECP. An initial study conducted by the authors revealed skepticism among university educators about IPE approaches and their ability to translate into workplace practice. This prompted a follow-up study aimed at developing an evidence‑based framework to support educators in overcoming barriers to integrating meaningful IPE into curricula that bridge the theory-practice gap. A sequential mixed‑methods design, theoretically underpinned by social-innovation-informed experiential learning, enabled cumulative validity across three research strands, each published separately. Drawing on insights from both the initial and follow-up study, incorporating data from more than 220 participants, this article presents the emergent 4P Framework, which identifies four core considerations for effective IPE integration: Priority, Professional value, Professional commitment, and Person-centredness. The development of the framework is described and situated within the existing evidence base. To support practical application, the 4P Framework is mapped to an established transitions model, providing educators and leaders with a structured and theoretically aligned tool to guide IPE implementation and highlighting empirically informed areas for future research.

Facilitating and hindering factors in interprofessional clinical reasoning: a scoping review.

Interprofessional clinical reasoning is essential for ensuring quality and safety in healthcare, yet evidence remains fragmented, with limited integration of contextual and organizational factors. This scoping review aimed to identify facilitating and hindering factors influencing interprofessional clinical reasoning in healthcare and their implications for patient safety and quality of care. The review followed the JBI methodology and the PRISMA-ScR checklist. Searches were conducted in five databases, with additional studies identified through reference screening. Eligible empirical studies published in English, Portuguese, or Spanish were analyzed thematically using a combined deductive and inductive approach and organized into three domains: organizational culture, non-technical skills, and decision-making. Forty studies were included. Facilitating factors comprised process systematization, supportive organizational culture, structured communication, shared leadership, role clarity, and collaborative decision-making, particularly when supported by simulation-based interprofessional education. Hindering factors included disorganized environments, hierarchical structures, communication failures, cognitive and emotional biases, and limited mutual understanding among team members. Most interventions lacked theoretical frameworks or long-term evaluation. Interprofessional clinical reasoning emerges from the interplay between interpersonal, cognitive, and contextual factors. These findings support the development of targeted educational strategies and assessment tools to strengthen collaborative reasoning and improve patient outcomes while informing future research grounded in theoretical frameworks.

Navigating Interprofessional Education: A Qualitative Process Evaluation Examining Leadership Perspectives in Online IPE Curriculum Design and Implementation.

Facilitators of and barriers to interprofessional learning between nurses and physiotherapists in hospital-based clinical practice: A scoping review

Introduction Effective collaboration depends on mutual understanding of professional roles and responsibilities, making sustainable interprofessional learning (IPL) an integral part of hospital clinical practice. In this context, learning and collaboration reinforce one another and ultimately support better patient outcomes. However, the factors influencing IPL in hospital settings are not yet clearly understood. Therefore, this scoping review aimed to identify facilitators of, and barriers to, IPL in hospital-based clinical practice, focusing on nurses and physiotherapists. Method This scoping review followed the Arksey and O’Malley framework. A systematic literature search was conducted in three databases: PubMed, CINAHL, and Scopus, from inception to July 2026. Inclusion criteria were empirical scientific articles focusing on facilitators and barriers to IPL, applicable to adult hospital settings and including both nursing and physiotherapy perspectives. Grey literature, studies evaluating specific educational interventions or conducted in clinical settings with dedicated IPL initiatives beyond routine daily practice, and studies conducted in paediatric, maternity, or psychiatric settings were excluded. The database search yielded 1,973 articles, of which 11 were included following screening of 33 full-text articles. Results The included studies identified a range of facilitators to IPL including factors that supported socialization and familiarization (n = 6), building a positive team climate (n = 5), and conducive organizational structures (n = 10). Barriers included limiting structural prerequisites (n = 5), constraining interprofessional interactions (n = 4), and non-conducive prevailing workplace culture (n = 5). Conclusion Sustainable IPL requires organizational structures that enable regular interaction among professionals, inclusive team cultures, and collaborative leadership. This ensures that learning continues even as staff members change, and that essential knowledge is retained in hospital-based clinical practice, so that patients receive care based on their needs. This review may therefore support hospitals and educational organizations in creating conditions that support the systematic integration of IPL into both education and clinical practice and thereby sustain IPL and collaboration between nurses and physiotherapists.