1
Akerson, E., Stewart, A., Baldwin, J., Bryson, B., Gloeckner, J., Cockley, D., (2012). got
ethics? Exploring the value of interprofessional collaboration through a comparison of
discipline-specific codes of ethics.
LEADER/FACULTY PACKET
got ethics?
Exploring the value of interprofessional collaboration through a comparison of
discipline-specific codes of ethics
2
got ethics?
Exploring the value of interprofessional collaboration through a comparison of disciplinespecific codes of ethics
Leader/Faculty Overview of the Module
got ethics? Rationale
Quality health care requires that health and human service professionals are well-informed about the
contributions of their own and other health professionals. Ethics is a shared, relevant concern among
health and human service disciplines and is an ideal vehicle for students from different fields to learn
about one another’s disciplines and to participate in interprofessional discussions and problem-solving
(Interprofessional Education Collaborative, 2011; World Health Organization, 2010).
This session is relevant to a number of the general and specific core competencies named in the Core
Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel, including:
 Work with individuals of other professions to maintain a climate of mutual respect and shared
values.
 Respect the unique cultures, values, roles/responsibilities, and expertise of other health
professions.
 Listen actively, and encourage ideas and opinions of other team members.
 Develop consensus on the ethical principles to guide all aspects of patient care and team work.
 Reflect on individual and team performance for individual, as well as team, performance
improvement.
The session can be used at any time in a course sequence and may be especially useful as an
introductory session.
Session Objectives
Students completing this session will have the opportunity to:
•
Engage in respectful discussion with other health and human service students from the same
and different disciplines.
•
Develop an understanding of commonalities and differences in the ethical principles in health
and human services professions.
Target Audience
This exercise is designed for students (undergraduate and graduate students) in health and human
services. The session may also be adapted for use as an in-service activity for practicing professionals.
Instructional Method
The session uses experiential and didactic methods. The session consists of activities for small and
large group interaction and facilitated discussions, with corresponding worksheets to guide and
document student participation.
Session Format (Time required: 1 hour and 10 minutes to 1 hour and 45 minutes)
The got ethics? session has four parts:
1. Interprofessional introductions (15 to 20 minutes)
2. Discipline Huddle (15 to 30 minutes)
3. Interprofessional Ethics Grid (30 to 45 minutes)
3
4. got ethics? Evaluation (10 minutes)
Students are placed in small groups (4 to 6 students) representing diverse health and human service
disciplines. It is preferred that the session is conducted with leaders/faculty representing at least two
different disciplines.
Leader/Faculty Preparation (Prior to session)
The session leaders are encouraged review the entire packet and modify the session activities to be
most useful given the composition of their class and their unique learning objectives. It is
recommended that the leaders complete the students required readings and prep work. Leaders may
consult the Recommended Reading and Web Resource List for Leader/Faculty to identify additional
readings or resources.
Two recent publications provide an important context and framework for interprofessional education
and practice and it is important for faculty to be familiar with them. The Core competencies for
interprofessional collaborative practice: Report of an expert panel published in 2011 by the Interprofessional
Education Collaborative and the World Health Organization’s 2010 publication titled Framework for action on
interprofessional education and collaborative practice should be reviewed prior to class.
Student Preparation (Prior to session)
Required reading
There are three required readings to complete prior to attending the session. The first one, Code
of Ethics Online, is a repository for many professional codes of ethics in health and human
services professions. Students are to use a copy of their discipline-specific code of ethics,
obtained here or through their discipline-specific professional organization. For the second
reading, students are to review the glossary to help foster clear communication in their
discussions and to introduce them to new or less familiar terms. The third one provides an
interprofessional perspective on ethical decision-making in healthcare teams with a case
example. (Required Reading List for Students and Recommended Reading List for Student are
in Appendix A.)
1. Code of Ethics Online is http://ethics.iit.edu/ecodes/ethics-area/28
This website is a repository for many professional codes of ethics in health and human services
professions. Students are to use a copy of their discipline-specific code of ethics to complete a
handout prior to class.
2. King, Nancy M.P., (2005) “Glossary of Basic Ethical Concepts in Health Care and Research.” In
The Social Medicine Reader, 2nd Edition, edited by G. Henderson, S Estroff, L. Churchill, N. King,
J Oberlander and R. Strauss, pp. 161 – 168. Durham, NC: Duke University Press.
3. Clark, P. G., Cott, C., & Drinka, T.J.K. (2007). Theory and practice in interprofessional ethics: A
framework for understanding ethical issues in healthcare teams. Journal of Interprofessional Care,
21(6), 591-603.
Required preparation
Students are to complete a portion of the Interprofessional Ethics Grid handout prior to class.
4
List of Material in got ethics? Module
Leader/Faculty Materials
got ethics? Leader/Faculty Packet including:
Leader/Faculty Overview of the Module
Interprofessional Introduction Leader/Faculty Instruction Handout
Discipline Huddle Leader/Faculty Instruction Handout
Interprofessional Ethics Grid Leader/Faculty Instruction Handout
Leader/Faculty got ethics? Evaluation Form Instruction Handout
Recommended Reading and Web Resource List for Leader/Faculty Handout
Student Materials
Interprofessional Introduction Student Handout
Interprofessional Ethics Grid Student Handout
Student got ethics? Evaluation Form
Required Reading List for Students (Must complete two readings prior to session)
Recommended Reading and Web Resource List for Students
Appendix A Readings and Resource Lists contains:
Recommended Reading and Web Resource List for Leader/Faculty
Required Reading List for Students (Must complete two readings prior to session)
Recommended Reading and Web Resource List for Students
Appendix B Student Activity Handouts contains:
Interprofessional Introduction Student Handout
Interprofessional Ethics Grid Student Handout
Student got ethics? Evaluation Form
Reflective Comments
The authors believe it is important to create a core interprofessional team of committed leaders/faculty
who agree to be present together at all sessions as it enhances the learning for students. The faculty
members interact with the content in ways that model interprofessional collaborative practice. The
core competencies for interprofessional collaborative practice apply to faculty members as they teach
an interprofessional case based course collaboratively. When new faculty members join the faculty
team, it is helpful if the new faculty member can mentor with their colleagues for one session, before
being the sole representative for their health profession.
This exercise can be used with a small group of 6 students representing at least 2 disciplines or with
large group of over 100 students. With large groups, it is important to separate them into small groups
of 6 – 8 students, with at least two disciplines represented in each small group.
With large groups of students, the learning experience is enhanced if a cohort of upper level students
are trained and supervised as interprofessional small group facilitators and assigned to each group.
Faculty members circulate through the room and are resource persons for the small groups.
Beginning in fall 2011, we collected specific data on the student evaluation of Interprofessional Ethics
Grid exercise. In fall 2011, 96 students participated in the exercise and over 97% rated the experience
as helpful or very helpful. In spring 2012, 79 students participated and 98.5% rated the experience as
helpful or very helpful. The faculty report that the exercise is very valuable to their students and sets a
5
context for interprofessional collaborative practice. It provides an opportunity to reflect on disciplinary
depth, collaborative practice, and "knowledge of one's own role and those of other professions, to
appropriately assess and address the health needs of patients and populations served." (IPEC, 2011)
6
got ethics?
Exploring the value of interprofessional collaboration through a comparison of disciplinespecific codes of ethics
The Interprofessional Introduction Leader/Faculty Handout
Interprofessional introductions (15 to 20 minutes)
Rationale
Students typically come to the IPC process with little knowledge or experience of the interprofessional
collaboration (IPC) approach. In addition, they come to IPC having selected a specific health or human
service major and developing identity. This can pose a challenge for their readiness for IPC, because
they are unfamiliar with what IPC is and may also have limited knowledge of their own professional
scope of practice.
Purpose
The purpose of the Interprofessional Introduction activity is for students to hear examples of
professional identities that integrate professional and personal aspects in a respectful and reflective
manner. The session leaders describe their own professional development/identity, integrating both
discipline-specific and interprofessional aspects. Following the faculty introductions, the students
introduce themselves to each other in their small groups.
Objectives
Students will have the opportunity to:
•
Engage in respectful discussion with other health and human service students from the same
and different disciplines.
•
Develop an understanding of commonalities and differences in the scope of practice and
service delivery setting across their own and other health and human services professions.
Materials Needed
The Interprofessional Introduction Leader/Faculty Handout
The Interprofessional Introduction Student Handout
Activities
1. Welcome. The session leaders welcome the students and note the diverse disciplines represented in
the class and, in a conversational manner, share the rationale and purpose for the session (See got
ethics? Rationale, Recommended Readings and Resources). Leaders may also reference information
from the readings and codes of ethics to emphasize the importance of IPC.
2. Interprofessional Introductions by leaders. Leaders introduce themselves to the class. Be sure to
address the following elements in your introduction:
1.
2.
3.
4.
Name, degree and/or license
Major field of study and/or work setting
A person, event or situation that influenced your career choice
A personal value or characteristic that you believe helps you be well suited to your
career
5. An interprofessional experience that illustrates why you value IPC
7
6. A surprising fact about you (be sure to model appropriate disclosure and comment
about this to the students)
3. Interprofessional Introductions by students. Students introduce themselves to their small group by
sharing their responses to the Interprofessional Introduction Student Handout (In Appendix B).
Students will each share the following.
1.
2.
3.
4.
5.
6.
Your name
Major field of study and/or practica setting
A person, event or situation that influenced career choice
A personal value or characteristic that you believe helps you be well suited to your career
An interprofessional experience that illustrates why you value IPC
A surprising fact about you
4. Follow-up large group discussion by Leader/Faculty. The session leaders solicit comments from the
group regarding the similarities and differences across and within the students, as well as discovering
surprising facts about the students. The sharing of surprising facts helps illustrate that we are more
than our professional identities.
8
got ethics?
Exploring the value of interprofessional collaboration through a comparison of disciplinespecific codes of ethics
The Discipline Huddle Leader/Faculty Handout
The Discipline Huddle (15-30 minutes, depending upon group size and number of leaders)
Rationale
Understandably, student’s thinking about their profession is narrowed to their interests, as well as
exposure to their profession from the larger culture. For example, social work students may think of
social workers as only involved in child welfare instead of seeing them instrumental in policy,
regulatory, or social justice work; nursing students may see their profession practicing exclusively in a
hospital, rather than operating in public or community health.
Purpose
The purpose of the Discipline Huddle is to provide students an opportunity to give voice to the depth
and breadth of their discipline-specific professional understanding before they engage in
interprofessional collaboration team activities.
Objectives
Students will have the opportunity to:
•
Engage in respectful discussion with other health and human service students from the same
disciplines.
•
Develop an understanding of commonalities and differences in the scope of practice and
service delivery setting across their own health and human services professions.
Materials Needed
The Discipline Huddle Leader/Faculty Handout
Activities
1. Select leaders. Assign a leader/faculty identified with discipline to facilitate each Discipline Huddle
discussion. For example, if the group has nursing, social work, and pre-professional health students,
you would need a leader in each of these disciplines to facilitate discussion. This allows a level of
expertise regarding the profession and will later serve to debunk student assumptions or
misconceptions. If this is not possible on a continuing basis you may rotate the available leaders or
invite guest professionals from the respective disciplines to participate.
2. Introduce the Discipline Huddle activity. Explain the activity to the class using information from
the rationale and readings.
3. Discipline Huddle. Break into discipline-specific groups and begin facilitated discussion using
questions shown below:
a)
b)
c)
d)
What do you imagine (whatever the discipline is) does and in what settings?
Types of patients/clients/consumers would be addressed? What types of issues do they bring?
What do you think is unique about your chosen discipline /profession?
What do you think your discipline brings to interprofessional collaboration?
9
4. Follow up. Move the students back into their interprofessional teams for a brief large group
discussion. Leaders/Faculty solicits observations from the students about their respective group
observations, including some of the discipline myths experienced and professional challenges.
10
got ethics?
Exploring the value of interprofessional collaboration through a comparison of disciplinespecific codes of ethics
The Interprofessional Ethics Grid Leader/Faculty Handout
The Interprofessional Ethics Grid (30 to 45 minutes.)
Rationale
Quality health care requires that health and human service professionals are well-informed about the
contributions of their own and other health professionals. Ethics is a shared, relevant concern among
health and human service disciplines and is an ideal vehicle for students from different fields to learn
about one another’s disciplines and to participate in interprofessional discussions and problem-solving
(Interprofessional Education Collaborative, 2011; World Health Organization, 2010).
Purpose
The purpose of the Interprofessional Ethics Grid exercise is to familiarize students with their own code
of ethics and to determine commonalities and differences in their professional code and that of other
professions.
Objectives
Students will have the opportunity to:
•
Engage in respectful discussion with other health and human service students from the same
and different disciplines.
•
Develop an understanding of commonalities and differences in the ethical principles in health
and human services professions.
In class they seek to discover similarities and differences within the various codes on their
interprofessional teams completing column two.
Materials Needed
The Interprofessional Ethics Grid Leader/Faculty Handout
The Interprofessional Ethics Grid Student Handout (Appendix B)
Code of Ethics (each student should bring a copy of their professions code of ethics to the session)
Activities
This activity has two parts. The first part is completed prior to the session. Students come prepared to
discuss their Code of Ethics/Professional Ethical Statement with members of their interprofessional
team and bring a copy of their code of ethics to the session.
1. Prior to the session. Students are to complete the readings and review their professional ethical
codes then fill-in the first column of the Interprofessional Ethics Grid Student Handout.
2. During session explain the Interprofessional Ethics Grid exercise. Instruct students to compare
their grid among team members from other disciplines. As they discuss the grid, tell them to complete
the last column of the grid by comparing their code with another discipline’s code. Discuss all the
disciplines represented but select just one discipline for comparison in the column. If they finish the
grid, students are to complete the final section of the handout regarding how their ideas about their
11
discipline, interprofessional collaboration, and ethics may have changed. Students should share these
observations at their small group, if time permits. Otherwise, the responses may be used by the
leader/faculty to note growth and understanding of the material.
3. Circulate. Visit the small group and offer clarifying comments and questions to support engaged
dialogue. Alert the groups when they have 10 minutes left to complete the grid and remaining portions
of the handout.
4. Follow up. Facilitate comments from the large group about this experience. What did they learn
about their own and other health and human service professions?
Pose the questions from the last portion of the handout to discover what they initially believed about
their own discipline, interprofessional collaboration, and ethics and what they now understand
differently. With large groups a hand held microphone is useful.
Supplemental questions:
Ask how each member might contribute to an interprofessional team and in what ways do you believe
you need other professions to work competently and ethically? What might be the challenges to
interprofessional collaboration? What are the benefits to the client? Provider? System of care? How
might interprofessional collaboration impact ethical dilemma faced in practice?
12
got ethics?
Exploring the value of interprofessional collaboration through a comparison of disciplinespecific codes of ethics
Leader/Faculty got ethics? Evaluation Form Handout
got ethics? Evaluation Form (10 minutes)
Rationale
The evaluation is designed to promote reflection on individual contributions and group processes
relevant to IPC core competencies, such as listening actively, and encouraging ideas and opinions of
other team members and reflecting on individual and team performance and improvement.
Purpose
The purpose of the evaluation is to provide students an opportunity to reflect on their contribution to
the success of the session and provide feedback about the relative value of each activity.
Objectives
Students will have the opportunity to:
•
Reflect on individual and group performance and improvement and provide feedback about the
usefulness of each activity in the session.
Materials Needed
got ethics? Evaluation Form (Appendix B)
Activities
1. Summarize and thank the students for their participation. Leader/Faculty offers comments and
observations to the larger group noting the quality of their work and professional demeanor. Explain
how the evaluation data will be used.
2. Distribute Evaluation form. Give the handout to each student and provide 10 minutes for them to
complete.
3. Dismiss.
13
Appendix A
Recommended Reading and Web Resource List for Leader/Faculty
Required Reading List for Students
Recommended Reading and Web Resource List for Students
14
got ethics?
Exploring the value of interprofessional collaboration through a comparison of disciplinespecific codes of ethics
Recommended Reading and Web Resource List for Leader/Faculty
Beauchamp, T. and Childress, J. 2009 (6th ed.), Principles of Biomedical Ethics, Oxford, New York,
PP. 1-56.
*Code of Ethics Online is http://ethics.iit.edu/indexOfCodes.php?cat_id=31
This website repository for many professional codes of ethics in health and human services
professions.
*Clark, P.G, Cott, C., & Drinka, T.J.K. (2007) Theory and practice in interprofessional ethics: A
framework for understanding ethical issues in health care teams Journal of Interprofessional Care,
December 2007; 21(6): 591 – 603.
Geva, G, Barsky, A., Westernoff, F. (2000) Developing a framework for diversity informed practice.
In Interprofessional practice with diverse populations: cases in point. Esther Geva, Allan Barsky,
andFern Westernoff, Eds., Westport, Connecticut: Auburn House.
This is an excellent article that addresses the questions "What is interprofessional practice?",
"Why interprofessional practice?", "How does interprofessional practice operate?", and "What
are the challenges to interprofessional practice?"
Hamric, A.B. (2002). Bridging the gap between ethics and clinical practice. Nursing Outlook, 50(5),
176-8.
Hamric, A.B., & Delgado, S. (2009). Ethical Decision Making. In A.B. Hamric, J.A. Spross, & C.M.
Hanson (Eds.), Advanced Practice Nursing: An Integrative Approach (4th ed., pp 315-346). St. Louis:
Saunders Elsevier.
Institute of Medicine (2003). Health professions education: A bridge to quality. Washington, DC: The
National Academies Press.
Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for
interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional
Education Collaborative.
*King, Nancy M.P., (2005) “Glossary of Basic Ethical Concepts in Health Care and Research.” In The
Social Medicine Reader, 2nd Edition, edited by G. Henderson, S Estroff, L. Churchill, N. King, J
Oberlander and R. Strauss, pp. 161 – 168. Durham, NC: Duke University Press.
*Required reading for students
15
Web Resources
Code of Ethics Online
http://ethics.iit.edu/ecodes/ethics-area/28
This website is a repository for many professional codes of ethics in health and human services
professions. Students and faculty will certainly want a copy of their discipline-specific
professional code of ethics as they guide practice, not only in the extreme circumstances that
we encounter, but also to inform the everyday decisions that characterize our work with
patients, clients, families, and communities.
Interprofessional practice: harness the power of healthcare teams. Retrieved from
http://www.youtube.com/watch?v=iLwFrMYttz4
This YouTube Video from The University of Queensland in Australia describes and discusses
the roles of health and human service professionals in interprofessional practice teams. You
may be able to click it and access the YouTube video directly but you may need to copy the
URL for viewing.
Interprofessional Teamwork. (2010). Retrieved from
http://www.youtube.com/watch?v=Fh7tIr4Tl1o&feature=related
This 18 1/2 minute YouTube Video was developed in 2010 by University of Leicester,
University of Northampton, De MontFort University and Leicestershire, Northamptonshire and
Rutland Workforce Development Confederation. It describes interprofessional roles and
responsibilities and highlights examples from different settings that demonstrate the potential
for optimizing health outcomes for individuals, families and communities.
World Health Organization (2010). Framework for action on interprofessional education and
collaborative practice. Geneva: WHO Press. Retrieved from:
http://www.who.int/hrh/resources/framework_action/en/
16
got ethics?
Exploring the value of interprofessional collaboration through a comparison of disciplinespecific codes of ethics
Required Readings for Students
Code of Ethics Online
http://ethics.iit.edu/ecodes/ethics-area/28
This website is a repository for many professional codes of ethics in health and human services
professions. You will certainly want a copy of your professional code of ethics as they guide
practice, not only in the extreme circumstances that come to mind, but also the everyday
decisions that characterize our work with patients, clients, families and communities. You may
need to contact your discipline-specific professional organization for a copy of your code of
ethics if it is not available on this site.
Clark, P.G, Cott, C., & Drinka, T.J.K. (2007) Theory and practice in interprofessional ethics: A
framework for understanding ethical issues in health care teams Journal of Interprofessional Care,
December 2007; 21(6): 591 – 603.
King, Nancy M.P., (2005) “Glossary of Basic Ethical Concepts in Health Care and Research.” In The
Social Medicine Reader, 2nd Edition, edited by G. Henderson, S Estroff, L. Churchill, N. King, J
Oberlander and R. Strauss, pp. 161 – 168. Durham, NC: Duke University Press
17
got ethics?
Exploring the value of interprofessional collaboration through a comparison of disciplinespecific codes of ethics
Recommended Reading and Web Resource List for Students
Beauchamp, T. and Childress, J.:2009 (6th ed.), Principles of Biomedical Ethics, Oxford, New York,
PP. 1-56.
Clark, P.G, Cott, C., & Drinka, T.J.K. (2007) Theory and practice in interprofessional ethics: A
framework for understanding ethical issues in health care teams Journal of Interprofessional Care,
December 2007; 21(6): 591 – 603.
Geva, G, Barsky, A., Westernoff, F. (2000) Developing a framework for diversity informed practice.
In Interprofessional practice with diverse populations: cases in point. Esther Geva, Allan Barsky, and
Fern Westernoff, Eds., Westport, Connecticut: Auburn House.
This is an excellent article that addresses the questions "What is interprofessional practice?",
"Why interprofessional practice?", "How does interprofessional practice operate?", and "What
are the challenges to interprofessional practice?"
Hamric, A.B. (2002). Bridging the gap between ethics and clinical practice. Nursing Outlook, 50(5),
176-8.
This article builds the case for the importance of the ongoing conversation of everyday ethical
decision-making in clinical practice and discusses potential pitfalls.
Hamric, A.B., & Delgado, S. (2009). Ethical Decision Making. In A.B. Hamric, J.A. Spross, & C.M.
Hanson (Eds.), Advanced Practice Nursing: An Integrative Approach (4th ed., pp 315-346). St. Louis:
Saunders Elsevier.
Institute of Medicine (2003). Health professions education: A bridge to quality. Washington, DC: The
National Academies Press.
Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for
interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional
Education Collaborative.
King, Nancy M.P., (2005) “Glossary of Basic Ethical Concepts in Health Care and Research.” In The
Social Medicine Reader, 2nd Edition, edited by G. Henderson, S Estroff, L. Churchill, N. King, J
Oberlander and R. Strauss, pp. 161 – 168. Durham, NC: Duke University Press.
18
WEB RESOURCES
Code of Ethics Online
http://ethics.iit.edu/ecodes/ethics-area/28
This website is a repository for many professional codes of ethics in health and human services
professions. Students and faculty will certainly want a copy of their discipline-specific
professional code of ethics as they guide practice, not only in the extreme circumstances that
we encounter, but also to inform the everyday decisions that characterize our work with
patients, clients, families, and communities.
Interprofessional practice: harness the power of healthcare teams. Retrieved from
http://www.youtube.com/watch?v=iLwFrMYttz4
This YouTube Video from The University of Queensland in Australia describes and discusses
the roles of health and human service professionals in interprofessional practice teams. You
may be able to click it and access the YouTube video directly but you may need to copy the
URL for viewing.
Interprofessional Teamwork. (2010). Retrieved from
http://www.youtube.com/watch?v=Fh7tIr4Tl1o&feature=related
This 18.5 minute YouTube Video was developed in 2010 by University of Leicester,
University of Northhampton, De MontFort University and Leicestershire, Northamptonshire
and Rutland Workforce Development Confederation. It describes interprofessional roles and
responsibilities and highlights examples from different settings that demonstrate the potential
for optimizing health outcomes for individuals, families and communities.
World Health Organization (2010). Framework for action on interprofessional education and
collaborative practice. Geneva: WHO Press. Retrieved from:
http://www.who.int/hrh/resources/framework_action/en/
19
Appendix B
Interprofessional Introduction Student Handout
Interprofessional Ethics Grid Student Handout
Student got ethics? Evaluation Form
20
got ethics?
Exploring the value of interprofessional collaboration through a comparison of disciplinespecific codes of ethics
The Interprofessional Introduction Student Handout
Welcome to got ethics?
Interprofessional collaboration is an approach that “values the ability of professionals to work with
colleagues of other professions in a climate of mutual respect and shared values and to respect the
unique cultures, values, roles/responsibilities, and expertise of other health professions”
(Interprofessional Education Collaborative, 2011).
You have the opportunity to:
•
Engage in respectful discussion with other health and human service students from the same
and different disciplines.
•
Develop an understanding of commonalities and differences in the scope of practice and
service delivery setting across their own and other health and human services professions.
Getting to know you and me!
Introduce yourself to your small group. Listen and note similarities and differences in your roles and
practice settings. Please share the following.
1.
2.
3.
4.
5.
6.
Your name
Major field of study and/or practica setting
A person, event or situation that influenced career choice
A personal value or characteristic that you believe helps you be well suited to your career
An interprofessional experience that illustrates why you value IPC
A surprising fact about you
21
got ethics?
Exploring the value of interprofessional collaboration through a comparison of disciplinespecific codes of ethics
The Interprofessional Ethics Grid Student Handout
Directions: Complete the required readings for the session prior to doing this handout. Fill-in the first
column of the grid by consulting your discipline-specific code of ethics. Bring the grid with the first
column filled in and a copy of your professional code of ethics to the session.
In class, share your responses with your small group. Select one of the disciplines represented to
directly compare and fill in the second column.
What are the key principles or concepts of each code of ethics?
Your Professional Code of Ethics
(Completed prior to class session)
Another Professional Code of Ethics
(Completed in class session with team members.)
What is the primary duty to the patient, client, family or community?
Your Professional Code of Ethics
(Completed prior to class session)
Another Professional Code of Ethics
(Completed in class session with team members)
22
How does the code of ethics address collaboration?
Your Professional Code of Ethics
(Completed prior to class session)
Another Professional Code of Ethics
(Completed in class session with team members)
How does the code address social justice? Culture/diversity? Autonomy?
Your Professional Code of Ethics
(Completed prior to class session)
Another Professional Code of Ethics
(Completed in class session with team members)
Does the code of ethics seem to primarily address the patient/client/consumer, the provider or some
other group? Does it seem to be created more to enforce standards or to protect the client or provider?
23
To be completed individually, after you fill in the other column of the interprofessional grid with a
student from a different profession.
WHAT I BELIEVED ABOUT:
WHAT I NOW UNDERSTAND DIFFERENTLY
ABOUT:
My discipline
My discipline
Ethics
Ethics
Interprofessional Collaboration
Interprofessional Collaboration
24
got ethics?
Exploring the value of interprofessional collaboration through a comparison of disciplinespecific codes of ethics
Student got ethics? Evaluation Form
1. Motivation for participation in session. How motivated were you to participate in this session?
(Check)
☐Extremely motivated ☐Moderately motivated ☐Moderately unmotivated ☐Extremely unmotivated
2. How actively did you participate in today’s session? (Circle)
☐ Extremely active
☐ Moderately active
☐ Moderately inactive ☐ Extremely Inactive
3. Identify your discipline/profession. Briefly state three professional roles and/or responsibilities that
you believe you/your discipline bring to interprofessional collaboration.
Profession/discipline: ________________________________
a)
b)
c)
How helpful were the following items toward
advancing your understanding of your own and other
disciplines, of interprofessional work,
and codes of ethics?
Interprofessional introductions
Disciplinary huddle
IPC Ethics Grid
Reading and Codes of Ethics
Very
Not
Helpful
Helpful
Helpful
4. Identify one thing, if any, that would have improved your learning this session.
5. Identify one thing you might have done to improve your learning?
Extremely
Not Helpful