7 111 Discussion Figure 7.3: IPEC core competencies for IPC (IPEC, 2023) In this paragraph we examine our intervention against these core competencies, and investigate which (sub)competencies need more attention to fully support the interprofessional development of the students. The four core competency areas include a total of 33 sub-competency statements. (Please see Supplementary file D – IPEC Sub-competencies). In the next paragraph the intervention of this thesis will be evaluated by the different sub-competencies that were addressed and we will describe how improvements could be made. In the intervention used in this thesis, students were able to practice their collaboratives skills within all four competency areas. In the first competency area, values and ethics, students learned to value their own expertise and that of the other professionals and the impact of this on patient outcomes. This was uncovered in the interviews with students in which they explained learning about and appreciating the discipline-specific knowledge of their own and the other’s profession. The intervention also contributed to mutual respect and a culture of collegiality. Students also described the perception of a reduction in hierarchy and more mutual respect due to the intervention. During the intervention, students practiced including the full scope of knowledge, skills, and attitudes of team members. They also collaborated with team members to provide care, instead of using only their own expertise. This falls within the competency area of roles and responsibilities. The intervention also helped students
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