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Interprofessional Education (IPE) at Jacksonville State University: Committee & Resources : What is IPE?

What is Interprofessional Education (IPE)?

The World Health Organization (WHO) defines interprofessional education (IPE) as occurring when two or more professions learn with, from, and about each other to improve collaboration and the quality of care. The WHO recognizes IPE as a necessary step in preparing a “collaborative practice-ready” health professions workforce that is better equipped to respond to local health needs. The Institute of Medicine (IOM) and the Interprofessional Education Collaborative (IPEC) have published reports that examine IPE and common competencies that identify the overlapping practices of health professionals, and that distinguish individual professional and interprofessional competencies. In addition, federal regulations support the use of health teams that not only respond to acute care but also prevent disability and disease from happening in the first place. 


Interprofessional education (IPE) is a teaching and learning process that fosters collaborative work between two or more professions.

Allen, L.R., Olenick, M., Smego, R.A. (2010). Interprofessional education: a concept analysis. Advances In Medical Education And Practice, 75-84.

IPE Value Proposistion

Interprofessional Education brings critical values to the table by synergizing the competencies and skills of different JSU departments to enable students to collaboratively learn and practice skills that will improve services, especially positive health outcomes. JSU’s mission focuses on a learning-centered community that provides distinctive educational, cultural, and social experiences to prepare students to be competent, ethical professionals as well as engaged, responsible, global citizens. IPE supports the JSU mission in several ways which are discussed below.

Cultural Competence/Cultural Humility and Communication

IPE has the potential to increase the competency of JSU students to deal with clients/patients from different cultural backgrounds. By working with students from different departments and diverse backgrounds, students will learn how to provide culturally competent care to their patients/clients and to properly communicate with them.

Community Engagement

IPE provides the opportunity to interact with the community and learn the skills needed to serve the community better.

Value for different departments

There are several ways multiple departments at JSU might contribute to, and benefit from IPE. All departments embrace a sense of collaboration that supports the mission of IPE to work with all areas within the University to improve student learning and preparedness.

The following is a preliminary list of potential ideas listed by department. Each of these areas offers unique contributions that could enhance and specialize the training of students as well as allow for more diverse and creative avenues of treatment.

It should be noted that these ideas are simply possibilities supported by the overall discipline; listing them does not necessarily mean a course, major, or program is currently offered in the

department or that a faculty member with the required training or expertise is currently employed within the department.

Ideas may be further developed and defined as the focus of IPE at JSU progresses.


IPE at Jacksonville State University: Goals

Jacksonville State University is uniquely positioned to provide intentional IPE initiatives to develop opportunities where students from multiple disciplines can come together and learn about, with, and from one another. As part of their educational experience within their discipline, students need to also understand the interconnectedness of all disciplines working to improve health and wellness. While typical disciplines such as nursing, respiratory therapy, social work, and athletic training, are common in IPE, we could draw on other disciplines to be included in this important work. For example, taken from current events, addressing a pandemic or disease outbreak, and bringing in several different disciplines beyond the typical healthcare field including Emergency Preparedness and Business. We could also leverage our theater and film students to participate as actors in live simulation events.

The goal of IPE will be for students to learn together to prepare to work together. IPE benefits include but are not limited to improving health-related outcomes and patient experiences, lower patient costs, and improved clinical experiences. For students specifically, IPE can offer a deeper appreciation of their future colleague roles and responsibilities, and how they can work together to improve the patient experience as well as reduce time and errors that may occur without intentional collaboration.

Proposed IPE Mission & Priorities at JSU

Proposed IPE mission and priorities at JSU 


The mission of the Jacksonville State University Center for Interprofessional Education is to innovatively transform education in healthcare and related fields using collaborative learning and practice environments to prepare highly competent practicing professionals to work and engage diverse populations in the community and clinical practice. The Center will prepare faculty to engage in collaboration across academic disciplines and in ongoing faculty knowledge and skill development to meet the needs of diverse learners as we expand curricula to incorporate interprofessional education across academic programs to improve health outcomes. The Center will support those within our community utilizing health services through these efforts as our faculty and students will promote positive living and patient-centered care.  


Year 1:  

  • Identify 3-4 faculty to participate in train-the-trainer workshop through the National Center for Interprofessional Practice and Education. The nationally recognized Train-the-Trainer Interprofessional Team Development Program (T3-ITDP) is a unique program that guides participants through the development, implementation, and assessment of interprofessional education (IPE) programs and team-based care. University of Virginia is offering an on-line workshop November 10-13, 2021. Registration is $5985 per team of three, $7980 per team of four, and $9975 per team of five (team of 5 suggested to ensure diverse participation across schools). Additional team members up to seven are $1995 each.  

  • To identify stakeholders and champions to support the mission of interprofessional education at Jacksonville State University (JSU). 

  • To develop and implement faculty development opportunities to prepare faculty to work collaboratively to enhance curricula to integrate student-focused, interprofessional education learning and clinical experiences. These opportunities will align with the core competencies outlined by the Interprofessional Education Collaborative (IPEC): value/ethics for Interprofessional Education practice; Roles/Responsibilities, Interprofessional Communication, and Teams and Teamwork. These would take place after the team returns from the Train-the-trainer workshop.  

  • To establish a community of respect, inclusivity, and collaboration to develop future practicing professionals to improve health outcomes at a local, regional, and state level.  

  • To establish a continuous quality improvement plan to evaluate ongoing curricular and clinical experiences for student performance and satisfaction.  

Year 2:  

  • To implement 1-2 university-wide, student-focused, interprofessional education experience to promote healthy lifestyles within the community. 

  • To develop 1-2 interprofessional education-focused courses that promotes professional identity development and team skills. 

  • To develop community partnerships to foster collaborations between JSU and those in the local and regional communities.  

  • Identify and attend National IPE conference for professional development. 

Year 3:  

  • To identify additional funding opportunities to enhance and expand interprofessional education learning opportunities and support continued faculty development efforts. 

  • To utilize evidence-based practices and clinical outcomes founded in research and scholarship to promote community engagement as well as faculty and student development.  

  • Continue attendance at National IPE conferences for professional development. 

  • Re-evaluate IPE initiatives at JSU and provide additional recommendations to the Provost and President.  

Proposed Organizational Structure 

The committee interviewed individuals at UAB and St. Louis University and reviewed literature to understand the different ways in which IPE is organized at institutions of higher education. Some IHE have centers that are housed in a designated school while others have similar structures and report directly to the Provost or the Office of Academic Affairs. When asked about resources and funding, it was clear that the University needs to commit to IPE and find ways to support these initiatives. There are some funding opportunities (see next section), but the organizational structure must be properly resourced by the University. While the ideal or aspiration would be to identify an organizational structure that would report directly to Academic Affairs, we suggest initially housing the organizational structure within the School of Health Professions and Wellness. At this time, the Dean has agreed to oversee IPE at the University and would ensure that there is a collaborative process that is inclusive of all interested programs. Should this IPE initiative exceed expectations, next steps may be to formalize the initiative into an IPE center that could report directly to Academic Affairs.  

Immediate University support needed 

Train the trainer conference - Registration is $5,985 per team of three, $7,980 per team of four, and $9975 per team of five (recommended). Additional team members up to seven are $1,995 each. We propose a team of three to five faculty members who are invested in IPE at JSU.  

Faculty grant support for champions of the program – 12 faculty per academic year. Provide a $500 stipend per academic year for initial support in years one through three.  

O &M – AIHC (American Interprofessional Health Collaborative) membership and support for IPE events (include materials, food, etc. for programming) 

Total needs for first 3 years: $50,675  

Total needs include train the trainer courses, O & M support, professional development, and workload support for up to 15 faculty for 3 years.  

Area of support 

Year 1 

Year 2 

Year 3 


Train-the-Trainer workshop  


(5 faculty) 


Faculty Champion stipends support (up to 12 faculty) $500 stipend  





O & M 










O & M itemized budget: 

Year one 

Institutional Membership for AIHC:  $600.00 for up to 5 members 

Materials for program development:  $3000.00 

Total: $3600.00 

Year two 

Institutional Membership for AIHC:  $600.00 for up to 5 members 

Materials for program development: $3500.00  

Marketing and Communication support of programs: $ 500.00 

Total:  $ 4600.00 

Year three 

Institutional Membership for AIHC:   $600.00 for up to 5 members 

Materials for program development: $3500.00  

Marketing and Communication support of programs:  $500.00 

Total:  $ 4600.00 

Deliverable expectations for faculty with workload adjustments: 

  • Participate in IPE training sessions and/or train the trainer sessions; 

  • Involvement with the development and implementation of IPE programming; 

  • Development of IPE curriculum; 

  • Dissemination of information within and beyond the University; and 

  • Review/consideration of external funding options. 

IPE funding opportunities 

The following are potential funding agencies that may be helpful resources for faculty who are developing IPE initiatives.  

Health Resources and Services Administration (HRSA) 

The Health Resources and Services Administration (HRSA), an agency of the U.S. Department of Health and Human Services, is the primary federal agency for improving health care to people who are geographically isolated, economically or medically vulnerable. 

W.K. Kellogg Foundation 

The W.K. Kellogg Foundation (WKKF), founded in 1930 as an independent, private foundation by breakfast cereal innovator and entrepreneur Will Keith Kellogg, is among the largest philanthropic foundations in the United States. Guided by the belief that all children should have an equal opportunity to thrive, WKKF works with communities to create conditions for vulnerable children so they can realize their full potential in school, work, and life. 

Their 3 priorities include: 

  1. Thriving Children 

  1. Working Families 

  1. Equitable Communities 

The Macy Foundation 

The Josiah Macy Jr. Foundation is the only national foundation dedicated solely to improving the education of health professionals. 

Their guiding principle is that health professional education has at its core a strong social mission: to serve the public’s needs and improve the health of the public. 

They aim to prepare future health professionals to meet the needs of the 21st century with a population that is the most diverse in U.S. history and who may live longer than any previous generation. They are focusing on the learning environments where future health professionals train so that they learn not only prevention and the social determinants of health but are well prepared to care for people when they are ill. This means learning the scientific basis of disease and taking advantage of the discoveries and breakthroughs in diagnosis and treatment so that they make wise choices while providing compassionate care. 

Their 3 priority areas include: 

  1. Increasing Collaboration among Future Health Professionals 

  1. Preparing Future Health Professionals to Navigate Ethical Dilemmas 

  1. Promoting Diversity, Equity and Belonging 

Community Foundation of Northeast AL 

The Community Foundation of Northeast Alabama (CFNEA) is a qualified 501(c)(3) public charity recognized by the Alabama attorney general and the Internal Revenue Service. Like other community foundations, the CFNEA is a family of funds that serve as a permanent endowment for the benefit of residents in its geographic area within northeast Alabama. 

Area Agency on Aging of East Alabama 

The Area Agency on Aging (AAA) is designated by the State of Alabama to develop and administer an Area Plan providing a comprehensive and coordinated service delivery system for older Alabamians in the 10-county service area. It is also designated by ADSS as the Age and Disability Resource Center (ADRC) for the region. This AAA/ADRC is administered by the East Alabama Regional Planning and Development Commission (EARPDC) staff and is advised by the Regional Senior Services Advisory Committee. 

Association of Schools Advancing Health Professions 

The Interprofessional Task Force (IPTF) of the Association of Schools Advancing Health Professions (ASAHP), in collaboration with the University of Cincinnati (UC), developed the Interprofessional Innovation Grant (IIG) Program to provide support for interprofessional collaboration research among the ASAHP membership. The intent is to provide recipients a competitive edge in securing additional funding by supporting pilot projects and further developing grantsmanship skill sets. The intent of the IIG Program is that proposals submitted can be used to develop larger, more extensive interprofessional research projects that further engage faculty and ASAHP members in research endeavors.