Power of interprofessional collaboration to improve patient and student outcomes
Introduction
As defined by the World Health Organization, Interprofessional Education (IPE) ‘occurs when students from two or more professions learn about, from and with each other to enable effective collaboration’. Recent years have seen a renewed sense of urgency to use IPE to reduce medical errors and soaring healthcare costs, largely prompted by reports from the Institute of Medicine. There are multiple benefits to IPE, which allows for comprehensive care delivery leading to improved patient outcomes. This is driven by learning from and understanding diverse perspectives among healthcare providers. By understanding a clinician’s role in the healthcare system, fellow team members can better leverage their skills for patient care.
Background and problem
IPE is not solely for practicing providers; it can and should be used by students and trainees. Although almost all accrediting bodies require IPE within their respective curricula, due to time constraints, faculty knowledge gaps and reduced resources, it can be difficult to implement such experiences. So, how can we easily bring IPE to life?
A potential solution
Paediatric nurse practitioners, speech language pathologists and audiologists are responsible for screening and treating communication-specific developmental delays. Currently, paediatric practitioners in primary care settings, including Primary Care Paediatric Nurse Practitioners (PCPNPs), carry the primary responsibility for this task. PCPNPs are well-positioned to refer children to allied health professionals such as speech-language pathologists (SLPs) and audiologists (AuDs) when developmental concerns arise during well-child visits. Strengthening relationships between these professionals during their training can improve early identification of communication delays and mitigate negative social and developmental outcomes in children.
To support this goal, an interprofessional, peer-led learning activity was developed for PCPNP students enrolled in an advanced nursing assessment course. The activity focused on communication-specific developmental milestones and involved two SLP graduate students as peer facilitators. It included three components: a gallery walk, a PowerPoint presentation and case study simulations. During the gallery walk, students matched communication milestones to age ranges, promoting interactive learning and peer collaboration. The SLP facilitators provided feedback and facilitated group discussions to clarify concepts.
The presentation offered background on developmental screening schedules and milestones for children from birth to age 3 years, followed by a debriefing session to reinforce learning. Finally, students engaged in two case studies simulating real-world screening scenarios using standardised tools. They assessed whether communication concerns warranted referrals and received structured feedback from their allied health peers. This activity fostered interprofessional collaboration, enhanced clinical decision-making and supported early identification of developmental delays.
Results
In a recent interprofessional learning activity, nine PCPNP students participated in a peer-led session on developmental screening and communication milestones. After the session, all students completed an anonymous survey to evaluate its impact. The results were overwhelmingly positive.
Students reported high satisfaction with the variety of materials and teaching methods, noting that the activity was both engaging and beneficial to their future practice. Eight students felt more confident in screening for communication delays and seven highlighted the value of interpreting caregiver-reported concerns followed by group discussion. This hands-on, collaborative approach proved to be a powerful tool in preparing future healthcare professionals for real-world developmental surveillance.
Conclusion
Collaboration between allied health and PCPNP students through peer teaching is a powerful tool in paediatric primary care education. By working together, SLP and AuD students share their expertise in identifying early communication delays, complementing the clinical skills of PCPNPs. This interprofessional approach not only bridges knowledge gaps but also enhances confidence and competence across disciplines. Students benefit from hands-on, collaborative learning that mirrors real-world practice. As healthcare education evolves, peer-led interprofessional learning stands out as a student-preferred method for building stronger, more connected care teams—ultimately improving outcomes for young patients.
References
Corrigan, J. M., & Donaldson, M. S. (2000). To err is human: building a safer health system / [edited by] Linda T. Kohn, Janet M. Corrigan and Molla S. Donaldson (L. T. Kohn (Ed.)). National Academy Press.
Lopez, L. C., Guidry, M. R., Zimmermann, C., & Nunn, M. (2025). Improving Communication-specific Developmental Screening Skills: Interprofessional Peer Teaching in Nurse Practitioner Education. Nurse Educator, 50(1), E55–E57. https://doi.org/10.1097/NNE.0000000000001680
World Health Organization. (2010). Framework for action on interprofessional education & collaborative practice. https://www.who.int/publications/i/item/framework-for-action-on-interprofessional-education-collaborative-practice
To link to this article - DOI: https://doi.org/10.70253/LIKV5267
Disclaimer
Parts of this blog were pubished in Nurse Educator.
The views expressed in this World EBHC Day Blog, as well as any errors or omissions, are the sole responsibility of the author and do not represent the views of the World EBHC Day Steering Committee, Official Partners or Sponsors; nor does it imply endorsement by the aforementioned parties.
