ANZAHPE recently entered into an agreement with the Australasian Interprofessional Practice and Education Network (AIPPEN) that will support a closer relationship between ANZAHPE and AIPPPEN.   


AIPPEN has provided a virtual meeting place for researchers, scholars and clinicians interested in interprofessional education and collaborative practice for over 10 years.


ANZAHPE has long supported interprofessional education and collaborative team based practice.  A closer relationship between ANZAHPE and AIPPEN will provide direct access to a network, and opportunities to access local, Trans-Tasman and international interprofessional education and research developments that will benefit members across both groups.


Email AIPPEN here

AIPPEN and Interprofessional.Global

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The Formation of AIPPEN

Sharing a vision for collaborative practice : the formation of an Australasian interprofessional practice and education network (AIPPEN).

Focus on Health Professional Education 
Volume 8 Issue 3 (March 2007)


Nisbet, G.Thistlethwaite, J.Chesters, J.Jones, M.Moran, M.Murphy, K.Playford, D.


Activity and research in the area of interprofessional learning (IPL) has seen a dramatic increase over recent years. This stems from recognition that to provide safe, effective patient care, a collaborative approach is required. Increases in knowledge and technology, and the changing health care needs and expectations of the community, mean that health care delivery is complex; multiple agencies, multiple individuals, and multiple professions can be involved. IPL, both within an educational and workplace context, is considered on way that interprofessional collaborative practice, and hence quality of care, can be enhanced. Interprofessional education (IPE) involving learning can be defined as 'occasions when two or more professions learn from and about each other to improve collaboration and the quality of care (Barr 2003). Within educational settings, IPL may take the form of formalised campus-based modules around topics of common relevance, collaborative projects based within the community, or joint clinical placements. There are also opportunities for informal learning between students of different professions, for example, from social interactions. However, IPL is still in its infancy in terms of becoming 'mainstream' within most educational organisations. The place of IPL in the workplace, although arguably underutilised, is more advanced. Increasingly, continuing professional development courses are opening enrolments to a variety of professions. The workplace also provides more exposure to informal IPL opportunities such as discussion that occurs at a patient conference, or debriefing around a critical incident. To progress IPL at local, institution and government levels there needs to be a willingness to share knowledge and experiences related to IPL, and to collaborate in developing new initiatives. This is particularly important in terms of evaluating and researching the effects of IPL on patient care. Internationally, networks have been established for such purposes. Within Australia and New Zealand, there is no such regional network. Closest to this is RIPEN, the Rural Interprofessional Practice and Education Network, established in 2004. The aim of this paper is to present a plan for the establishment of an Australasian Interprofessional Practice and Education Network (AIPPEN). This network will bring together organisations, institutions, researchers, practitioners, patients, carers and managers from a wide range of sectors, including health and social care organisations and education institutions from Australia and New Zealand. [Author abstract, ed]


The full article is available from Informit:;res=IELHEA;issn=1442-1100



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President: A/Prof Chinthaka Balasooriya