Domains/Competencies

Values and Ethics | Roles and Responsibilities | Communication | Teams and Teamwork

Sub-competencies

VE5. Value the expertise of all members of the interdisciplinary team in supporting team functioning and achieving health/project outcomes.

VE.6 Collaborate with honesty and integrity while striving for equity and improvements in individual, community, and/or project outcomes.

RR2. Collaborate with others within and outside of the health and service delivery systems to achieve outcomes.

C3. Communicate clearly with authenticity and cultural humility, avoiding discipline-specific terminology.

C4. Promote common understanding of shared goals

TT2. Appreciate team members' diverse experiences, expertise, cultures, positions, power, and roles towards improving team function

Goals/Objectives

Upon completion of this activity, learners will be able to:

1. Identify professions and resources for an interdisciplinary approach to a community crisis
2. Analyze the role of school, healthcare professionals, and community resources.
3. Discuss how four IPEC competencies apply to the scenario.

Materials

• Case and instructions handout  (MSWord)
• Concept map sample (MSWord)

Brief Activity Description

Students review a short case involving an incident and intention to provide community-based intervention. Working in small groups, learners identify the resources needed immediately and at a later time that focus on community-based intervention drawing from school, healthcare institutions, and community. Groups then engage in discussion focused on resources available and consider the scenario from the perspective of IPEC competencies.

Debrief Questions

Based on the case scenario, the concept map and your recommendations, discuss the following questions as a group:

• Could this situation be addressed by one profession alone? Why not?
• In what ways did the teen and their family benefit from interdisciplinary coordination of care during their emergency?
• Imagine the concept map without any interdisciplinary collaboration. What effect could this have on the patient’s outcome?

Additional differentiated questions to address the IPEC competencies for early and advanced learners:

• What ethical concerns are present in this scenario, and how should the team prioritize the teen’s safety, dignity, and confidentiality when resources are limited?
• What roles do different professionals (e.g., hospital providers, school nurse, mental health practitioners, community partners) play in supporting this teen and their family?
• What information needs to be shared among professionals, the school, and the family to support a safe transition from hospital to home?
• How can the team work together to coordinate care and support this teen after a mental health crisis?

• How should the interprofessional team navigate ethical tensions among safety, confidentiality, autonomy, and equity when coordinating post‑crisis care for an adolescent in a community with limited mental health infrastructure?
• How should roles, scopes, and accountability be delineated and coordinated across clinical, school, and community systems to ensure continuity of care and prevent role overlaps or gaps during transitions?
• How can the interprofessional team structure communication across settings to promote shared understanding, protect confidentiality, reduce stigma, and ensure the family understands follow‑up care and safety planning?
• How can the team apply principles of teamwork—shared goals, shared leadership, and coordination across care transitions—to reduce risk and improve outcomes for this adolescent in a resource‑constrained community?

Use

• Small group discussion (3–6 learners)
• Classroom, skills lab, or early clinical/IPE session, although differentiated questions are provided for early and advanced learners
• Estimated time: 60 minutes

Variation for IPE/IDE Experiences

This scenario intentionally does not include only health professionals, making it suitable for both interprofessional and interdisciplinary groups of learners.

Created by: Katie Luong, School of Nursing, CHBS, JMU; adapted by Vesna Hart

Suggested Citation: CHBS IPE and IDE Council. (2026). Interdisciplinary Collaboration Concept Mapping. CHBS IPE & IDE Instructional Toolkit. James Madison University.