IPE is an approach to teaching and learning that brings together students from two or more professions to learn about, from and with each other in service of enabling effective collaboration. The goal of IPE is to improve health outcomes through the education of a collaborative practice-ready workforce that is prepared to respond to local and global health needs (WHO, 2010).

The IPE initiative at CBU has seen major developments in the past three years. In collaboration with the Interfaculty Curriculum Committee, Called2Collaborate (the IPE Curriculum) has been elevated to a more sophisticated experience for students. In the IPE Curriculum, students will be able to advance through the developmental levels designed as courses—Exposure, Immersion and Competence—with competencies identified by the Interprofessional Education Collaborative (IPEC).

CBU Framework for Interprofessional Education Curriculum and Core Competencies (PDF)

  Exposure: Introduction Immersion: Development Competence: Entry-to-Practice
Curriculum Introduce learners early in their educational programs to engage in activities that offer knowledge based information, focused on “describing roles and responsibilities” and “demonstrating awareness of interprofessional (IP) communication and teamwork in the context of shared curricular topics required across health professions. An introductory level hybrid course of Inter-Professional Education Collaborative (IPEC) competencies and an end of course seminar for all students will be required. Engage intermediate learners in their educational program together through their own programs activities that provide opportunities to continue to build upon IPE competencies. Programs will integrate multifaceted active teaching methods such as simulation; problem based learning, clinical practicum, community –based projects, service-learning, and other IPE activities.   Integrate advanced learners to work collaboratively as appropriate, to assess, plan, provide care/intervention and make decisions to optimize client/patient, family, and community health outcomes and improve quality of care through a University wide IPE simulation. Students will draw upon previously learned knowledge, skills, and attitudes related to the four domains of IPE education to effectively apply leadership qualities that support collaborative practice, and team effectiveness.
Competency Domain 1: Values and Ethics for Interprofessional Practice Knowledge
  • Describe IP team dynamics as they relate to individual team members' values and the impact on team functioning in ethical dilemmas.
  • Describe the nature of IP ethical reasoning and justification.

Skill / Behavior
  • Identify IP ethical issues within a team context.
  • Utilize the basic skills of reasoning and justification as it relates to identified ethical issues within an IP team.

  • Reflect on own values, personal and professional, and respect those of other IP team members / clients / families.
  • Clarify values including accountability, respect, confidentiality, trust, integrity, honesty and ethical behavior, equity as it relates to IP team functioning to maximize quality, safe patient care.
Skill / Behavior
Contribute to IPE ethical reasoning and decision-making.

Illustrate respect for values that facilitate ethical behavior as it relates to IP team functioning to maximize quality, safe patient care.
Skill / Behavior
Practice ethically in an IP team environment.

Demonstrate an integration of respect and value for the IP team contributions in patient/client, family, community centered care.
Competency Domain 2: Roles and Responsibilities Knowledge 
Describe own role, responsibilities, values and scope of practice effectively to clients/ patients/families and other professionals.
Skill / Behavior
Accurately describe the roles, responsibilities and scopes of practice of other professions. Contribute to: Involving other professions in client/patient, family, and community care appropriate to their roles and responsibilities.
Utilize the full scope of knowledge, skills, and abilities of available health professionals and healthcare workers to provide care that is safe, timely, efficient, effective, and equitable.
Competency Domain 3: Communication Knowledge
Recognize and understand how one’s own uniqueness, including power and hierarchy within the IP team, contributes to communication effectiveness.
Contribute to effective IP team communication, including: giving and receiving feedback, addressing conflict or difference of opinions, self-reflection.

Awareness of and openness to utilize and develop effective IP team communication.
Skill / Behavior
  • Communicate effectively, including giving and receiving feedback.
  • Apply one’s own uniqueness, including experience level, expertise, culture, power, and hierarchy within the healthcare team, contributes to effective communication, conflict resolution, and positive IP working relationships.
Competency Domain 4: Teams and Teamwork  Knowledge
  • Describe IP practice with respect to the science and theories behind teamwork.
  • Describe the culture of the IP team that facilitates or inhibits collaboration, and its constraints.
  • Identify instances where IP care will improve client/patient, family, community outcomes.
  • Effective decision-making in IP teamwork utilizing judgment and critical thinking.
  • Team effectiveness through reflection on IP team function.

Skill / Behavior

  • Collaborate with others, as appropriate, to assess, plan, provide care/intervention and make decisions to optimize client/patient, family, and community health outcomes.
  • Apply leadership practices that support IP team collaboration and effectiveness.


  • Focus on patients, populations and communities to deliver effective health care.
  • Advocate for the health of patients and communities.


Contact the College of Nursing

Dean: Dr. Karen Bradley
Director of Academic Operations: Jeannette Russell
Email: nursing@calbaptist.edu
Phone: (951) 343-4700

8432 Magnolia Avenue
Riverside, CA 92504