Interprofessional education and practice guide No. 9: Sustaining interprofessional simulation using change management principles

Arunaz Kumar, Fiona Kent, Euan M. Wallace, Gayle McLelland, Deirdre Bentley, Angela Koutsoukos, Debra Nestel

Research output: Contribution to journalArticleResearchpeer-review

14 Citations (Scopus)


Collaboration between teams is an essential component of patient safety in the complex ever-changing environment of healthcare. Collaborative practice requires training, which needs to start prior to registration for it to be established in the clinical workforce by graduation. Despite the perceived value and motivation of course coordinators, interprofessional training programs often struggle to sustain, due to various reasons related to logistics of timetabling, staff availability and/or absence of institutional support. We present a guide, outlining the lessons learned from implementing a sustainable change from our 6-year experience of the Women’s Health Interprofessional Learning through Simulation (WHIPLS) program. The WHIPLS program was initially piloted to teach clinical skills in an interprofessional environment for pre-registration medical and midwifery students and has become a core component of the clinical curriculum. We describe the steps that were required to attain this outcome using the Kotter’s 8-step plan for management change. The key lessons learned were identifying overlaps in course curriculum, planning for leadership and implementation, creating institutional “buy-in”, aligning with national goals, focusing on the learner, translating into routine clinical practice, keeping the program simple, accepting innovation and considering a strategic evaluation.

Original languageEnglish
Pages (from-to)771-778
Number of pages8
JournalJournal of Interprofessional Care
Issue number6
Publication statusPublished - 2 Nov 2018


  • Curriculum
  • Kotter
  • medical
  • midwifery
  • obstetric
  • undergraduate

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