Global approaches to interprofessional education

It is clear that healthcare policies internationally recognise the need to ensure graduates entering the health and social care professions apply and practise knowledge and skills beyond theoretical knowledge learned at university, and implement newly acquired compe-tencies (Higgs, Andresen & Fish, 2004). The development of these competencies differs in accordance with local cultural and environmental demands as this learning is context-based in the community of practice (Dahlgren, Richardson & Sjostrom, 2004). Peers, role models,mentors and supervisors can significantly influence the quality of learning (Goldenberg &Iwasiw, 1993; Ajjawi & Higgs, 2008; Johnsson & Hager, 2008).It has been said that successful adaptation relies on social learning and active participation in reflection, and feedback from reliable others to judge actions and decisions (Regehr & Eva,2007). Self-directed learning, critical thinking, reflective practice, adaptability and flexibility are highlighted as skills for lifelong learning (Barr, 2002; Smith & Pilling, 2007), and development of these skills in the practice environment during this critical transition time facilitates graduates’ successful progression to the workforce (Smith & Pilling, 2007; Johnsson & Hager, 2008).Research into best practice in interprofessional education (IPE) and its sustainability is ongoing (Reeves, Zwarenstein, Goldman, Barr, Freeth, Hammick & Koppel, 2009; Forman,Jones & Thistlethwaite, 2016). As nurses are described as healthcare leaders who“spearheadorganisational change and systems improvements and teachers and mentors who prepare the next generation of direct care providers, educators, and nurse scientists”(Institute of Medicine,2009, p. 5), it is vital that nurses both participate in and lead interprofessional collaboration in all aspects of their roles.This chapter will therefore outline the differing approaches being taken internationally.Four case studies from different countries will be described, which collectively provide examples of how interprofessional collaboration fits with the country’s health education pri-orities and cultural perspectives, the research which is being undertaken and how interpro-fessional curriculum is being developed and delivered.