Fostering collaborative driven healthcare teaching: Utilising The Reflective Interprofessional Education-Network (RIPE-N) model

Dr Amy Freeman-Sanderson1,2,3, Professor Bronwyn  Hemsley1,4, Dr Carolyn  Hayes5,6, Dr Tamara  Power5,6, Gail  Forrest5, Dr David  Kennedy7, Dr Michelle  Courtney-Harris8, Dr Caleb   Ferguson9, Dr Cherie  Lucas10

1University of Technology Sydney, Broadway Sydney, Australia, 2Royal Prince Alfred Hospital, Camperdown, Sydney, Australia, 3Critical Care Division, The George Institute for Global Health, Nowtown, Australia, 4The University of Newcastle, Newcastle, Australia, 5Faculty of Health (Nursing), Broadway Sydney, Australia, 6Susan Wakil School of Nursing and Midwifery, Faculty of Health and Medicine, University of Sydney, Camperdown, Sydney, Australia, 7Graduate School of Health (Physiotherapy), University of Technology Sydney, Broadway Sydney, Australia, 8Graduate School of Health (Orthoptics) University of Technology Sydney, Broadway Sydney, Australia, 9Western Sydney Nursing and Midwifery Research Centre, Western Sydney University, Sydney, Australia, 10Graduate School of Health (Pharmacy) University of Technology Sydney, Broadway Sydney, Australia

Background: Collaborative healthcare is pivotal to effective teams contributing to optimal healthcare delivery and outcomes for patients.  University healthcare students’ learning extends beyond discipline-specific care and role clarity is vital in shared decision making. Interprofessional collaboration (IPC) involves shared objectives and shared decision-making with the patient. The RIPE-N framework focuses on IPC and developed for use in immersive-stimulated learning.

Aims: To describe the processes and lessons learnt in the development and delivery of an innovative IPC simulation experience involving five healthcare disciplines in acute stroke care.

Methods: The RIPE-N model was co-designed with five healthcare disciplines (pharmacy, nursing, physiotherapy, orthoptics, and speech pathology) and consumers.  The authentic case focused on an acute stroke scenario over three different time points on stroke care pathway.  Three teams of healthcare students, which included at least one student from each discipline, participated in the immersive simulation.  The students’ experiences were evaluated using focus group method and content thematic analysis.

Results: Participants reported active collaboration across the disciplines enabling shared decision making with the patient with stroke.  IPC required (a) active and new understanding of roles, professional language, and priorities, and (b) shared decision-making around healthcare goals. Collaborative learning using the RIPE-N model increased IPC within a stimulated patient experience.  Reflective practice was key to the learning experience.

Discussion: Co-designed learning activities across healthcare disciplines promoted the development of increased knowledge of varied healthcare roles, and enhanced the delivery of effective collaborative healthcare. Enablers and barriers to learning within SIM will be presented and discussed.


Dr Amy Freeman-Sanderson is a Senior Lecturer at the Graduate School of Health, Discipline of Speech Pathology at University of Technology Sydney (UTS).  She also is an Honorary Clinical Specialist Speech Pathologist Royal Prince Alfred Hospital (RPA) and a Fellow of the George Institute for Global Health. Prior to commencing at UTS, she worked clinically in senior roles in tertiary acute hospitals in Australia and the UK.

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