ABSTRACT This paper describes a novel model of learning, designed to enhance interprofessional education (IPE) and interprofessional collaboration (IPC). Lessons learned, plans for sustainability and future directions for policy, practice, implementation, and curriculum training are also discussed. The RIPE-N model (Reflective Interprofessional Education – Network model) was developed for an interprofessional simulation environment involving five health professions – pharmacy, nursing, orthoptics, physiotherapy, and speech pathology with the potential to increase the number of health professions involved. The RIPE-N model was adapted from the original RIPE Model (Reflective Interprofessional Education Model), utilising unfolding multidisciplinary case from admission through to discharge. Key adaptations of RIPE to include a greater focus on professional practice and the opportunity for collaboration by all disciplines. Reflection is critical to the RIPE-N model to develop the reflective practitioner, hence the inclusion of collaborative reflective (‘pause and reflect’) stations aimed at improving collaborative clinical decision-making skills among diverse healthcare professionals.

中文翻译：

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RIPE-N模型（反射性专业间教育网络模型）的概念化和开发，以增强跨多个卫生专业的专业间合作

摘要本文介绍了一种新颖的学习模型，旨在增强跨专业教育（IPE）和跨专业合作（IPC）。还讨论了所学到的教训，可持续性计划以及政策，实践，实施和课程培训的未来方向。RIPE-N模型（反射性职业间教育–网络模型）是为涉及5个医疗卫生专业（药房，护理，骨科，物理治疗和言语病理学）的职业间模拟环境而开发的，有可能增加涉及的医疗卫生专业的数量。RIPE-N模型是从原始的RIPE模型（反射性专业教育模型）改编而成的，它利用了从入学到出院的多学科案例。RIPE的主要改编版包括对专业实践的更多关注以及所有学科合作的机会。反射对RIPE-N模型发展反射从业者至关重要，因此，反射式协作（“暂停和反射”）工作站的目的是提高各种医疗保健专业人员之间的协作式临床决策技能。