From the Nexus vision to the NexusIPE™ learning model

Figures & data

Figure 1. The rational competency model (F. B. Cerra & Brandt, 2015).

Figure 2. Creating the transformational nexus.

Figure 3. Moving from the rational competency model to the NexusIPE™ learning model.

Figure 4. NexusIPE™ design using the IPLCM.

Table 1. Level of Change Defined by Context.

Change level	Practice	Education	Nexus relationships
Micro point of care/service delivery linked to education	Provides clinical and other services within its own environment and ecology; committed to interprofessional workplace learning environments with education partner; focused on intermediary and target outcomes	Builds upon curriculum for students for interprofessional and professional competencies; committed to interprofessional workplace learning environment with practice partners, focused on intermediary and target outcomes	Intentionally create Nexus teams to achieve intermediary and target outcomes
Meso organizational systems	Senior leadership and governing structures in healthcare and community systems, corporate offices, governing boards; responsible to macro system and for the bottom financial line	University/college presidents, deans, senior leadership with faculty governance; boards and trustees; responsible to macro system and bottom financial line	Greater understanding of synergies between meeting practice and education system needs and outcomes; engages macrosystem; supports the micro system
Macro state, regional and national	Regulation, payment systems, financial, health system accreditation, policy environment, professional associations, political, market forces	Higher education and professional school accreditation, financing models, market forces,	Players in practice and education systems participate in the macro systems, interpreting complex interplay

Adapted from: Pechacek et al. (2015), p. 148.

Table

Paper	Nexus principles exemplified
Bradley et al. (2018). The Interprofessional Care Access Network (I-CAN): achieving client health outcomes by addressing social determinants in the community. Journal of Interprofessional Care, 1–8. https://doi.org/10.1080/13561820.2018.1560246	Connecting education and practice; The people: North Star; planning for outcomes; develop Nexus team for shared understanding; creating interprofessional workplace learning in practice
Brandon et al. (2021). Creation of a primary care academic collaborative nexus: enabling and interfering factors. Journal of Interprofessional Care, 35(3), 438–443. https://doi.org/10.1080/13561820.2020.1749574	Anticipate critical events; develop Nexus team for shared understanding; understand ecosystem; creating interprofessional workplace learning in practice
Collins et al. (2019). A tool for assessing interprofessional collaborative practice: evolution of the Jefferson teamwork observation guide (JTOG)®. Journal of Interprofessional Care, 1–4. doi:10.1080/13561820.2019.1613967.	Collecting actionable data in real time
Delaney et al. (2020). National center for interprofessional practice and education IPE core data set and information exchange for knowledge generation. Journal of Interprofessional Care, 1–13. https://doi.org/10.1080/13561820.2020.1798897	Planning for outcomes; anticipate critical events; collecting actionable data in real time; learning, organizational, health and wellbeing outcomes; learning outcomes
Dulay et al. (2018). Interprofessional population health advocacy: Developing and implementing a panel management curriculum in five veterans administration primary care practices. Journal of Interprofessional Care, 1–11. https://doi.org/10.1080/13561820.2018.1469476	Connecting education and practice; anticipate critical events; understand ecosystem; critical success factors; creating interprofessional workplace learning in practice
Fowler et al. (2018). Alignment of an interprofessional student learning experience with a hospital quality improvement initiative. Journal of Interprofessional Care, 1–10. doi:10.1080/13561820.2018.1455649	Connecting education and practice; planning for outcomes; plan for sustainability and vitality; creating interprofessional workplace learning in practice; learning outcomes; organizational outcomes
Harada et al. (2018). Interprofessional transformation of clinical education: the first six years of the Veterans Affairs Centers of Excellence in Primary Care Education. Journal of Interprofessional Care, 1–9. doi:10.1080/13561820.2018.1433642	Connecting education to practice; anticipate critical events; develop Nexus team for shared understanding; understand ecosystem; critical success factors; creating interprofessional workplace learning in practice
Harper et al. (2018). Team-based care: an expanded medical assistant role – enhanced rooming and visit assistance. Journal of Interprofessional Care, 1–7. doi:10.1080/13561820.2018.1538107	Planning for outcomes; creating interprofessional workplace learning in practice; learning outcomes; organizational outcomes; health outcomes
Lamb et al. (2018). The Arizona Nexus: the first five years. Journal of Interprofessional Care, 1–4. doi:10.1080/13561820.2018.1505715	Connecting education and practice; develop Nexus team for shared understanding; critical success factors
Nagelkerk, J., Trytko, J., Baer, L. J., Tompkins, A., Thompson, M., Bouthillier, M., Booth, A., & Nagelkerk et al. (2021). Sustainability of an IPCP program within a federally qualified health center including interprofessional student team placements. Journal of Interprofessional Care, 1–9.	Connecting education and practice; planning for outcomes; anticipate critical events; develop Nexus team for shared understanding; creating interprofessional workplace learning in practice
Osborne et al. (2018). Training Health Professions preceptors in rural practices: A challenge for Interprofessional practice and education. Journal of Interprofessional Care, 1–3. doi:10.1080/13561820.2018.1458707	Develop Nexus team for shared understanding; creating interprofessional workplace learning in practice
Shrader et al. (2018). Determining the impact of an interprofessional learning in practice model on learners and patients. Journal of Interprofessional Care, 1–8. doi:10.1080/13561820.2018.1513465	Connecting education and practice; planning for outcomes; plan for sustainability and vitality; develop Nexus team for shared understanding; creating interprofessional workplace learning in practice; learning outcomes; organizational outcomes; health outcomes
Summerside et al. (2018). Early outcomes from a national train-the-trainer interprofessional team development program. Journal of Interprofessional Care, 1–4. doi:10.1080/13561820.2018.1538115	Connecting education and practice; creating interprofessional workplace learning in practice

Cerra, F. B., & Brandt, B. F. (2015). The growing integration of health professions education. In S. A. Wartman (Ed.), The transformation of academic health centers (pp. 81–90). Academic Press. https://doi.org/10.1016/B978-0-12-800762-4.00009-8

 Google Scholar

Pechacek, J., Cerra, F., Brandt, B., Lutfiyya, M. N., & Delaney, C. (2015, March). Creating the evidence through comparative effectiveness research for interprofessional education and collaborative practice by deploying a national intervention network and a national data repository. Healthcare, 3(1), 146–161. Multidisciplinary Digital Publishing Institute. https://doi.org/10.3390/healthcare3010146

 Google Scholar

Bradley, K. J., Wros, P., Bookman, N., Mathews, L. R., Voss, H., Ostrogorsky, T. L., & LaForge, K. (2018). The Interprofessional Care Access Network (I-CAN): Achieving client health outcomes by addressing social determinants in the community. Journal of Interprofessional Care, 1–8. https://doi.org/10.1080/13561820.2018.1560246

 PubMed Web of Science ®Google Scholar

Brandon, K., Guck, T., Doll, J., McGaha, A., Potthoff, M., DeFreece, T., & White, M. (2021). Creation of a primary care academic collaborative nexus: Enabling and interfering factors. Journal of Interprofessional Care, 35(3), 438–443. https://doi.org/10.1080/13561820.2020.1749574

 PubMed Web of Science ®Google Scholar

Collins, L., Sicks, S., Umland, E., & Phillips, J. D. (2019). A tool for assessing interprofessional collaborative practice: Evolution of the Jefferson teamwork observation guide (JTOG)®. Journal of Interprofessional Care, 1–4. https://doi.org/10.1080/13561820.2019.1613967

 Google Scholar

Delaney, C. W., AbuSalah, A., Yeazel, M., Stumpf Kertz, J., Pejsa, L., & Brandt, B. F. (2020). National center for interprofessional practice and education IPE core data set and information exchange for knowledge generation. Journal of Interprofessional Care, 1–13. https://doi.org/10.1080/13561820.2020.1798897

 Google Scholar

Dulay, M., Bowen, J. L., Weppner, W. G., Eastburn, A., Poppe, A. P., Spanos, P., Wojtaszek, D., Printz, D., & Kaminetzky, C. P. (2018). Interprofessional population health advocacy: Developing and implementing a panel management curriculum in five veterans administration primary care practices. Journal of Interprofessional Care, 1–11. https://doi.org/10.1080/13561820.2018.1469476

 Google Scholar

Fowler, T. O., Wise, H. H., Mauldin, M. P., Ragucci, K. R., Scheurer, D. B., Su, Z., Mauldin, P. D., Bailey, J. R., & Borckardt, J. J. (2018). Alignment of an interprofessional student learning experience with a hospital quality improvement initiative. Journal of Interprofessional Care, 1–10. https://doi.org/10.1080/13561820.2018.1455649

 Google Scholar

Harada, N. D., Traylor, L., Rugen, K. W., Bowen, J. L., Smith, C. S., Felker, B., Ludke, D., Tonnu-Mihara, I., Ruberg, J. L., Adler, J., Uhl, K., Gardner, A. L., & Gilman, S. C. (2018). Interprofessional transformation of clinical education: The first six years of the veterans affairs centers of excellence in primary care education. Journal of Interprofessional Care, 1–9. https://doi.org/10.1080/13561820.2018.1433642

 Google Scholar

Harper, P., Van Riper, K., Ramer, T., Slattengren, A., Adam, P., Smithson, A., Wicks, C., Martin, C., Wootten, M., Carlson, S., Miller, E., & Fallert, C. (2018). Team-based care: An expanded medical assistant role–enhanced rooming and visit assistance. Journal of Interprofessional Care, 1–7. https://doi.org/10.1080/13561820.2018.1538107

 Google Scholar

Lamb, G., Moramarco, M. W., & Saewert, K. J. (2018). The Arizona nexus: The first five years. Journal of Interprofessional Care, 1–4. https://doi.org/10.1080/13561820.2018.1505715

 Google Scholar

Nagelkerk, J., Trytko, J., Baer, L. J., Tompkins, A., Thompson, M., Bouthillier, M., Booth, A., & Nord, C. (2021). Sustainability of an IPCP program within a federally qualified health center including interprofessional student team placements. Journal of Interprofessional Care, 35(6), 1–9. https://doi.org/10.1080/13561820.2020.1816935

 Web of Science ®Google Scholar

Osborne, M. L., Tilden, V. P., & Eckstrom, E. (2018). Training health professions preceptors in rural practices: A challenge for Interprofessional practice and education. Journal of Interprofessional Care, 1–3. https://doi.org/10.1080/13561820.2018.1458707

 Google Scholar

Shrader, S., Jernigan, S., Nazir, N., & Zaudke, J. (2018). Determining the impact of an interprofessional learning in practice model on learners and patients. Journal of Interprofessional Care, 1–8. https://doi.org/10.1080/13561820.2018.1513465

 Google Scholar

Summerside, N., Blakeney, E. A. R., Brashers, V., Dyer, C., Hall, L. W., Owen, J. A., Ottis, E., Odegard, P., Haizlip, J., Liner, D., Moore, A., & Zierler, B. K. (2018). Early outcomes from a national train-the-trainer interprofessional team development program. Journal of Interprofessional Care, 1–4. https://doi.org/10.1080/13561820.2018.1538115

 PubMedGoogle Scholar