Jessica & Caleb—Moms & Babies Curriculum

Use this case to facilitate the development of an interprofessional care plan for a young mother and her newborn.


This curriculum is intended for health professions students and trainees. It was developed for Advanced Practice Nurse trainees, Physician Assistant students, Dentistry students, Pharmacy students, and Master’s of Social Work students.


To increase awareness and understanding of interprofessional (IP) team-based care.
To introduce learners in healthcare professions to the four IPEC competencies: Values/Ethics; Roles/Responsibilities; Interprofessional Communication; and Teams and Teamwork or reinforce their understanding of the IPEC competencies.
To develop an interprofessional plan of care for a mother-baby dyad.

Case Description

The Jessica and Caleb case centered on a new young mother who, at age 20, gave birth to Caleb at 38 weeks. Jessica wants to transfer care of her newborn to the shelter where she is currently residing. She is experiencing challenges around breast-feeding, is fatigued, is not eating well, and is experiencing gum bleeding. She has minimal social support.


Learners will be asked to identify profession-specific issues in the vignettes; where the gaps in communication and accountability occur; and strategies that would improve interprofessional practice for this patient. Specific goals pertaining to the four competency domains of the Interprofessional Education Collaborative (IPEC) are highlighted throughout the session.

Content of the toolkit includes: case vignettes, list of course materials, student and facilitator handouts, agenda (100 minutes duration), key points for discussion, and options for debriefing.  A Faculty Guide for Co-Facilitators is provided which comprises a training overview; case overview and objectives; format of content; instructions for guiding discussions and interactions among learners in healthcare professions; and key points for developing skills and knowledge. We recommend allotting 1.5-2 hours for this curriculum.

All instructions and downloadable materials are available from MedEdPORTAL at MedEdPORTAL is an open exchange of peer-reviewed health education teaching and assessment resources to promote educational scholarship and promote collaboration provided by the Association of American Medical Colleges (AAMC).


Willgerodt, M., Sonney, J., Liner, D., Barchet, L. (2018). The Power of a Team: Using Unfolding Video Cases in Interprofessional Education for Advanced Health Trainees. MedEdPORTAL Publication:

Learning Objectives

The overall goal for this session is to increase the awareness and understanding of interprofessional (IP) team-based care by introducing learners in Advanced Practice to the four competency domains of Interprofessional Education Collaborative (IPEC): Values/Ethics for Interprofessional Practice; Roles/Responsibilities; Interprofessional Communication; and Teams and Teamwork. Upon completion of this activity learners should be able to:

  1. Place the interest of patients and populations at the center of care while honoring the confidentiality, dignity, privacy and unique culture and values of patients and respecting the expertise of other health care professionals (Domain 1: Values/Ethics for Interprofessional Practice, competencies #1, #2, #3, and #4).
  2. Clearly articulate the roles and responsibilities of the health care team and how they work together to provide team based care to patients, families and other health care professionals (Domain 2: Roles/Responsibilities, competencies #1, #4, and #6).
  3. Recognize how one’s own uniqueness (experience, culture, power) contributes to effective communication, conflict resolution, and positive interprofessional relationships (Domain 3: Interprofessional Communication, competency #7).
  4. Share accountability with other professions, patients, and communities for outcomes relevant to prevention and health care (Domain 4: Teams and Teamwork, competency #7).

Learn more about IPEC at


Reeves S, Pelone F, Harrison R, Goldman J, Zwarenstein M. Interprofessional collaboration to improve professional practice and healthcare outcomes. Cochrane Database Syst Rev. 2017;6:CD000072.

Institute of Medicine. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington, DC: National Academies Press; 2015.

Brooten D, Youngblut JM, Hannan J, Guido-Sanz F. The impact of interprofessional collaboration on the effectiveness, significance, and future of advanced practice registered nurses. Nurs Clin North Am. 2012;47(2):283-294.

Barksdale DJ, Werner KE. A perfect storm or the butterfly effect: strategically innovating nurse practitioner education (with response). J Nurs Educ. 2012;51(12):665-666.

Institute of Medicine. Building Health Workforce Capacity Through Community-Based Health Professional Education: Workshop Summary. Washington, DC: National Academies Press; 2015.

Zheng A, Macauley K, Namba J, et al. A large scale interprofessional simulation experience for medical, nursing, and pharmacy students. MedEdPORTAL. 2015;11:10018.

Lairamore C, George-Paschal L, McCullough K, Grantham M, Head D. A case-based interprofessional education forum improves students’ perspectives on the need for collaboration, teamwork, and communication. MedEdPORTAL. 2013;9:9484.

Wilson S, Vorvick L. Dyspnea in a hospitalized patient: using simulation to introduce interprofessional collaborative practice concepts. MedEdPORTAL. 2016;12:10488.

Larson C, O’Brien B, Rennke S. GeriWard Falls: an interprofessional team-based curriculum on falls in the hospitalized older adult. MedEdPORTAL. 2016;12:10410.

Haque F, Daniel M, Clay M, Vredeveld J, Santen S, House JB. The Interprofessional Clinical Experience: introduction to interprofessional education through early immersion in health care teams. MedEdPORTAL. 2017;13:10564.

Rowland P. Core principles and values of effective team-based health care. J Interprof Care. 2014;28(1):79-80.

Knowles MS. Andragogy in Action. San Francisco, CA: Jossey-Bass; 1984.

Kolb DA. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall; 1984.

Interprofessional Education Collaborative Expert Panel. Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel. Washington, DC: Interprofessional Education Collaborative; 2011.

Dror I, Schmidt P, O’Connor L. A cognitive perspective on technology enhanced learning in medical training: great opportunities, pitfalls and challenges. Med Teach. 2011;33(4):291-296.

Willgerodt MA, Blakeney EA-R, Brock DM, Liner D, Murphy N, Zierler B. Interprofessional education and practice guide No. 4: developing and sustaining interprofessional education at an academic health center. J Interprof Care. 2015;29(5):421-425.


The content of this IPE Curriculum was developed by an interprofessional team of health sciences faculty and staff at the University of Washington. Support for the development of these materials was provided by: the Division of Nursing (DN), Bureau of Health Professions (BHPr), Health Resources and Services Administration (HRSA), Department of Health and Human Services (DHHS) under grant number D09HP25029, title “Technology-Enhanced Advanced Nursing Education.” 

Grant Team Curriculum Committee:

  • Jennifer Sonney, PhD, ARNP, PNPCP (School of Nursing)
  • Mayumi Willgerodt, PhD, MPH, RN (School of Nursing)
  • Linda Vorvick, MD (School of Medicine, MEDEX Northwest)
  • Amy Kim, DDS (School of Dentistry)
  • Debra Liner, Program Operations Manager (School of Nursing)