Professionalism 2 NMED 2140

This course expands upon the first professionalism course by applying legal and regulatory requirements and the CAMRT Code of Ethics to more complex clinical scenarios. It emphasizes the importance of collaborative leadership, interprofessional conflict resolution, and reflective practice. Students will develop critical-thinking skills to identify potential ways to enhance systems of care. They will prioritize their personal health, wellness, and work-life balance, while actively seeking opportunities for professional growth and continuous learning. Students will also complete HSIP 0300 and HSIP 0400 in this course, which are the third and fourth parts of the Interprofessional Education series. HSIP 0300 continues the introduction to the six competencies of interprofessional collaboration. Students from different health care professions will learn with, from and about one another to improve patient care. The lesson will overview collaborative leadership and conflict resolution skills as they apply to interprofessional collaboration. The activities throughout the workshop will cover conflict styles, power, hierarchy, and strategies to address conflict. Students have an opportunity to reflect on their current leadership and conflict styles and supports students to develop a plan for acquisition of entry-to-practice interprofessional competencies in their health care profession. HSIP 0400 encourages the application of the six competencies of interprofessional collaboration to improve patient care. Students from different health care professions will learn with, from and about one another in an online environment. The team activities in this module provide an opportunity to practice interprofessional communication with a focus on collaborative leadership and interprofessional conflict resolution. An unfolding case study with discussion forums support students from multiple professions to engage with each other and share insights from their healthcare profession on a diabetic patient’s journey. Opportunity to reflect on their own personal and team functioning supports students to develop a plan for acquisition of entry-to-practice interprofessional competencies in their respective health care professions.​