. 2025 May 4;22(3):e70098. doi: 10.1111/tct.70098

TABLE 3.

The final interprofessional education (IPE) strategy.

Strategic priority (1): Connectivity, collaboration and partnerships
Aim:	To establish a shared vision for interprofessional education based on our identity as a learning community within the faculty
We will address this through:	i Leadership and governance: Establishing faculty infrastructure that supports the goals and outcomes of interprofessional education
	ii Communication and networking: Maximising communication and networking opportunities to share best practices and facilitate connectivity, collaboration and partnership between academic staff/faculty members, learners, patients, service users and external stakeholders
i Leadership and governance
1 Establish an IPE steering committee, with a lead person to lead on developing and implementing the interprofessional education strategy and report progress to the faculty leadership team. Roles and responsibilities will be clearly defined and appropriate governance models and processes will be explicitly described
2 Appoint a lead/s from each healthcare programme for interprofessional education to, for example, facilitate understanding, interpretation and implementation of IPE standards, coordinate IPE activities, provide guidance in assessment strategies and identify barriers to progress within the university. Leadership will be clearly defined and appropriate governance models and processes will be explicitly described
3 Ensure interprofessional education is clearly described within the university's strategic plan, with development and delivery supported by the senior leadership team
4 Appoint student representatives with clearly defined roles and responsibilities to inform the development of interprofessional education
ii Communications and networking
5 Establish a community of practice and or a steering committee with clear mechanisms to share best practice, learning and expertise and gain an appreciation of learners' needs across all university healthcare programmes.
6 Develop a digital platform/virtual learning environment to share resources and expertise, showcase best practices, facilitate collaborations and enhance communications across healthcare programmes within the university.
7 Continue to develop and establish links with external stakeholders relevant to individual healthcare training requirements, including professional regulatory and statutory bodies, Royal Colleges and NHS (National Health Service) trusts
Strategic priority (2): Promoting quality
Aim:	To continue delivering high‐quality IPE that promotes learners' abilities to meet identified learning outcomes/objectives
We will address this through:	Training and development: Providing equitable access to IPE development programmes Standards and quality assurance: Promoting quality‐assured IPE staff training across the professional spectrum Research and evaluation: Fostering evaluation processes that promote a reflective learning culture that leads to improvement
i Training and development
8 Provide new and existing academic staff/faculty member delivering or with the desire to deliver IPE from all health programmes with flexible and accessible evidence‐based IPE training and development opportunities
9 Support IPE academic staff/faculty member to participate in advisory committees, professional or practice‐based IPE forums or networks as part of continuing professional development
10 Develop and implement a road map for professional development designed specifically for IPE academic staff/faculty member from all programmes to discuss desired outcomes and assessment strategies. The professional development plan and/or pathway should include, but not be limited to, membership and engagement with IPE networks, attendance at local/regional/national/international conferences and completion of IPE‐focused study days and/or courses
ii Standards and quality assurance
11 Raise awareness and promote the application of regional, national and international IPE competencies/models, for example, but not limited to, IPE Core Competencies (IPEC 2016) and Interprofessional Education Guidelines (CAIPE 2017)
12 Embed regional, national and international IPE competencies/models/for example, but not limited to, IPE Core Competencies (IPEC 2016) and Interprofessional Education Guidelines (CAIPE 2017), into the design and development of relevant healthcare programmes
13 Use a periodic review process and feedback to ensure all IPE activities delivered across faculty are feasible, appropriately designed based on programmatic resources and in alignment with the IPE Strategy. This will be measured by quality assurance processes, for example, annual evaluation of IPE activities, incorporating outcomes data, learner, IPE faculty and stakeholders' feedback
14 Engage in annual peer‐review processes to ensure ongoing development of academic staff/faculty member delivering IPE
15 Establish a clear process and/or system of reviewing IPE resources, for example, standards of best practice, e‐learning materials, evidence‐based practice, and training and development courses, to ensure staff remain up to date
iii Research and evaluation
16 Commit to undertaking evaluations of IPE activity to determine the quality and/or effectiveness of the IPE experience on an individual, divisional, school or faculty level and collaboration with relevant communities, including equality, diversity and inclusion (EDI). Evaluation should include, but not be limited to, feedback from learners, academic staff/faculty member and external stakeholders to use the research and evaluation data for continuous quality improvements
17 Facilitate appropriate training and supervision for academic staff/faculty member designing and delivering simulation to develop research projects and evaluation processes that consider educational effectiveness and efficiency, patient safety, quality of care and preparedness of the learner for the workforce
18 Establish systems to actively support and promote the dissemination of outcomes/findings from research and/or evaluation processes in professional/scientific journals, and internal and external conferences
19 Disseminate evaluation data internally (with proper anonymisation), promoting recognition and improvement at an individual, division, school and faculty level
Strategic priority (3): Stability, sustainability and growth of interprofessional education
Aim:	Embrace current and future developments in IPE to enhance the learner's experience
We will address this through:	Accessibility: Improving accessibility, deliverability and utilisation of IPE teaching facilities and equipment; striving for equitable access across healthcare programmes. Preparation and planning: Working together to overcome the challenges associated with IPE Finance: Securing and managing the financial resources to support stability, sustainability and growth of IPE delivery
i Accessibility
20 Review existing teaching spaces, with a view to developing a system/process for sharing spaces to increase capacity for interprofessional healthcare education and enhance the learner's experience
21 Identify learning spaces to build and develop IPE learning spaces to deliver interprofessional healthcare education
22 Ensure digital innovations are accessible for all learners, ensuring an inclusive approach to teaching and learning
ii Preparation and planning
23 Assess academic staff/faculty member readiness for IPE growth, for example, knowledge regarding IPE core competencies, IPE guidelines, team communication and learning levels of learners from outside their healthcare programme, using, for example, the Readiness for Interprofessional Learning Scale (RIPLS) Tool
24 Forecast programme/faculty growth for IPE, including personnel, information technology (IT), E‐learning and librarian support teams, workload, roles and responsibilities, training and development needs and facilities
25 Identify priorities, areas, benefits, challenges and solutions for IPE within healthcare programmes via a scoping exercise across all healthcare programmes
26 Undertake curricular mapping across all healthcare programmes to identify potential and appropriate timeframes for delivering IPE activities
27 Undertaking a scoping exercise to identify healthcare programmes' professional regulatory requirements and aspirations for interprofessional education/practice learning
iii Finance
28 Prepare an operational budget considering current and future goals and priorities, including identifying fixed (e.g., maintenance and service contracts), variable (e.g., personnel, training and development for staff, peer review, audit and dissemination of research/scholarly activity) costs, future capital expenditure and human resources