Final IPE course assignment

Understand the role of values and culture in driving decisions and demonstrate the appropriate flexibility necessary in working with others having different values. A mindset (Knowledge): Including cultural self-awareness, general cultural knowledge that can be applied to many cross-cultural situations, cultural knowledge that is applied to specific cross-cultural situations, interaction awareness, awareness of major currents in global change and related issues, and awareness of global organizations and business activities. A skillset (Skills): Including relationship-building skills, behavioral skills, listening, problem solving, empathy, information gathering skills, ability to work effectively in different international settings, and ability to effectively communicate across cultural/linguistic boundaries. A heartset (Attitudes): Including curiosity, cognitive flexibility, motivation, open-mindedness, and personal adaptability to different cultures.  More information about the core competencies can be found here. Levels of Progression: 1. Exposure: An introductory stage that takes into account that one has to learn about one's own profession before one can truly begin to learn about other disciplines. Opportunities to participate largely in parallel learning experiences with peers from other professions Expectation is not that they have to fully understand or accept the positions of other professions Involves identification of the core values, roles and responsibilities of other professions and reflection on the similarities, differences, interactions and influence they have on their own profession 2. Immersion: The opportunity to learn collaboratively, rather than in parallel, with students from other professions. Students: Will have a more advanced knowledge of their professions gained through classroom and practice experience Have acquired, or be in the process of acquiring, much of the core knowledge and skills associated with their discipline Have a foundational sense of themselves as practitioners along with a growing confidence in themselves as professionals Are less likely to be threatened by the world views of others and be more open to accepting that there are multiple valid perspectives Have been exposed to other professions not only in earlier introductory interprofessional experiences but also in their practice education placements in health and human service settings Have at least witnessed other professions in action 3. Mastery: Mastering interprofessional concepts in such a way that they are incorporated in one's daily professional practice. This required advanced level learning experiences of the kind open to graduate students who have had significant practice experience and/or experienced practitioners. Students: Have a clear understanding of who they are as practitioners and of the role of their professions in the provisions of care Are encouraged to develop an advanced level of critical thinking skills, a high degree of self-reflection and a deeper understanding of the contribution of one's own and the other professions within the health and human service delivery systems Who 'master' this stage are able to fully contribute on interprofessional teams as well as teach collaborative concepts and skills