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In 2021, Health Education and Improvement Wales (HEIW) incorporated interprofessional education (IPE) into the education contracts for commissioned healthcare programmes. This requires all undergraduate healthcare students to complete 150 hours of IPE by the end of their programme.

Although Level 4 learners are not required to complete a specified number of IPE hours, HEIW strongly encourages them to gain IPE experience in practice, due to the recognised benefits of interprofessional learning for patient care.

In addition, if Level 4 learners progress to a full nursing degree, they will be expected to complete 150 hours of IPE activities by the end of the programme. Any hours completed during the Cert HE course can be counted towards this total.

Requirement:
Level 4 learners are encouraged to undertake IPE and are recommended to complete up to 50 hours.

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Engagement with Level 4 learners and key stakeholders identified a number of challenges in achieving interprofessional education (IPE) hours in practice.

One contributing factor was the limited visibility of learners within clinical settings, as they are required to wear the Healthcare Support Worker (HCSW) uniform.

Additionally, many clinical managers were not aware that learners are encouraged to participate in IPE opportunities.

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Interprofessional education involves students learning with, from and alongside peers and registered professionals from a range of disciplines. These shared learning experiences promote mutual understanding and collaboration, helping to prepare students to deliver coordinated, patient‑centred care (WHO, 2010; CAIPE, 2002).

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I am an adult Open University student, in my second year.

During my placement, I was assigned a service improvement project that involved developing a resource to support both clinical managers and Level 4 students in achieving their Interprofessional Education (IPE) hours. Additionally, I was involved in designing a badge to enhance students’ visibility in practice. As part of this project, I collaborated with two other student nurses to contact stakeholders across health sectors within health boards and education providers, exploring their awareness and understanding of IPE hours.

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The aim of this project is to raise awareness of interprofessional education (IPE) and support Level 4 Cert HE learners across Wales in achieving their IPE hours, thereby strengthening collaboration and enhancing patient care.

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The aim of this project is to raise awareness of interprofessional education (IPE) and support Level 4 Cert HE learners across Wales in achieving their IPE hours, thereby strengthening collaboration and enhancing patient care.

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Myself and two other Open University adult nursing students, Debbie and Sarah, worked collaboratively on this project. We contacted Health Board stakeholders and students across Wales, holding one‑to‑one discussions and gathering feedback through a shared questionnaire. All feedback was collected and shared anonymously in line with the Data Protection Act (2018) to protect identities and confidential information.

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The project reviewed how Interprofessional Education (IPE) hours are understood and achieved by level 4 Cert HE learners across Health Boards in Wales. The feedback showed inconsistent understanding of what counts as IPE, limited access to opportunities, and barriers such as time pressures, visibility of learner status and poor communication. Key recommendations include clearer guidance for learners and managers, increased MDT and spoke-day opportunities, protected time for IPE, and raising learner visibility to better support IPE participation.

Findings reinforced the importance of practice supervisors, assessors, and managers recognising Cert HE learners as part of the nursing workforce pathway and actively facilitating interprofessional learning. The focus on practical strategies such as spoke days, shadowing, learner identification badges, and increased MDT engagement emphasised how structured support can enhance learner confidence and ensure IPE outcomes are achievable in practice.

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Following engagement with stakeholders, HEIW, in collaboration with Aneurin Bevan University Health Board, has developed a badge for Level 4 learners to wear in practice. It is anticipated that this will enhance the visibility and recognition of Level 4 learners within clinical settings.

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- Interprofessional education can be achieved in a variety of ways, including learning with, from and about students and professionals from different disciplines to develop a shared understanding of roles and responsibilities.

- This may involve participating in joint patient care activities, contributing to case discussions, or attending multidisciplinary team (MDT) meetings where different perspectives inform decision-making.

- Learners can also engage in structured shared learning opportunities, such as simulation exercises, workshops, or joint teaching sessions with other professional groups.

- Further examples include shadowing colleagues from different professions, contributing to collaborative care planning, or taking part in quality improvement initiatives involving multidisciplinary teams.

- Reflecting on these experiences is an important component of interprofessional learning, particularly in considering how effective teamwork and collaboration can improve outcomes for patients, families and carers.

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The project was collaboratively developed through the combined work of three adult student nurses, with support aligned to Health Education and Improvement Wales (HEIW) practice learning priorities. By bringing together stakeholder feedback from a range of sources, the project identified consistent themes around Interprofessional Education (IPE), including variable understanding, uneven access to MDT opportunities, and challenges in achieving required IPE hours across practice learning environments. Overall, the project reinforced the importance of IPE in developing collaborative practice skills and preparing learners to deliver safe, person‑centred care in line with HEIW and professional standards.

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"Please feel free to download and use the IPE key graphic"

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"Please feel free to download and use the IPE key graphic"

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Centre for the Advancement of Interprofessional Education

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Centre for the Advancement of Interprofessional Education

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CAIPE is a community of practice whose members are dedicated to a collaborative future. CAIPE works nationally and internationally to generate, synthesise and translate evidence for best practice in interprofessional education and collaborative practice.

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Feel free to use and share for IPE examples

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Case Study Template IPE Toolkit ENGLISH(1) (1)

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What does NOT count as IPE?

✘ Working with the same profession that is from the same field of practice.

✘ working side by side but not interacting in meaningful conversation.

✘ Watching another profession work, without discussion or shared learning

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During my level 4 Cert HE, neither my practice supervisor, practice assessor, ward team or myself were aware that interprofessional learning was an expected part of the course. This was despite my daily role as a Band 4, working closely within a multidisciplinary team alongside doctors, physiotherapists, occupational therapists, and dietitians. At the time, we did not realise that these routine collaborative interactions could be documented and reflected upon as evidence of interprofessional learning. This experience highlighted that IPE does not always need to be formally structured or limited to spoke days; it happens day‑to‑day through teamwork, communication, and asking questions that contribute to better, patient‑centred care.