The student:

• Recognises the person and their family to be active partners as a preparation of the interprofessional rehabilitation, including decision-making.
• Listens to the desired outcomes of the person and their family, their needs, preferences, goals and circumstances.
• Assesses the person’s functioning and his/her needs by collecting information for example through interviews or questionnaires, by using ICF framework.
• Identifies the desired outcomes of the person and their family, responding to their needs, preferences, goals and circumstances.
• Recognises barriers to the person and their family’s engagement in the interprofessional workflow including their ability to access services.
• Recognises that the ICF components can be used to describe a person’s functioning, taking into account both its positive and negative aspects.
• Recognises and acknowledges the attitudes, beliefs, and feelings of the person and their family.
• Identifies important information and unfulfilled needs of the person and their family from a broad interprofessional perspective.
• Identifies personal, environmental, and health factors by using the ICF framework when conceptualising problems and identifying solutions.
• Prioritises information from multiple sources when solving problems and making decisions with the person and their family.
• Knows its own profession-specific competencies and limitations.
• Recognises the roles and responsibilities of all members of the interprofessional team.
• Respects the contributions and expertise of other professionals.
• Effectively communicates own role, knowledge and opinions to team members in a way that promotes positive interaction.
• Identifies the unique cultures, values, roles/responsibilities, and expertise of other professions and the impact these factors can have on the outcomes.
• Explains professional and ethical codes of conduct.
  Knows the expertise of the members of the interprofessional team including their own.
• Identifies the members of the interprofessional team.
• Understands one’s own roles, responsibilities and expertise, and those of other types of professionals.
• Knows the expertise of others.
• Seeks and shares information from relevant professionals and external stakeholders.
• Collaborates with others across disciplines, roles, cultures and organisational hierarchies.
• Recognises, respects and applies the expertise of others.
• Documents the interprofessional learning process.
  Knows the ICF framework as a biopsychosocial model.
• Reflects on interprofessional communication.
  Recognises and reflects on learning issues regarding interprofessional practice.
• Applies learning to interprofessional practice related to the ICF.
• Knows the roles and contributions of interprofessional team members.
• Is committed to a non-blaming, non-punitive interprofessional team culture.
• Recognises and values the roles and contributions of interprofessional team members.
• Shares professional perspective on safety and quality with the interprofessional team.
• Engages in shared decision making process to establish interprofessional agreed goals.
• Respects the team members’ contribution to the shared decision making.
• Recognises the environmental context of interprofessional service delivery.
• Knows the role and value of interprofessionalism within the professional environment.
• Knows the role and value of ICF within the interprofessional environment.
• Knows and follows current evidence-based interprofessional guidelines and protocols.