Interprofessional Education through Service Learning Experiences

2.50
Hdl Handle:
http://hdl.handle.net/10755/148447
Type:
Presentation
Title:
Interprofessional Education through Service Learning Experiences
Abstract:
Interprofessional Education through Service Learning Experiences
Conference Sponsor:Sigma Theta Tau International
Conference Year:2009
Author:Polifroni, E. Carol, RN, EdD, CNE, NEA, BC
P.I. Institution Name:University of Connecticut
Title:Associate Dean for Academic Affairs and Special Initiatives
Co-Authors:Andrea Fuhrel-Forbis; Ann O'Connell; Petra Clark-Dufner, MS; Bruce Gould, MD; Devra Dang, PharmD; Philip Hriticko, PharmD
[Scientific Session Presentation] At the University of Connecticut, inter-professional education (IPE) activities are based in service learning experiences that optimize the opportunity for collaborative exchange among students. Students from the Schools of Dental medicine, Medicine, Nursing and Pharmacy work together to both learn and to deliver care in urban settings with underserved populations.In order to inform the design of quality IPE instruction at the university level and to begin to connect student experiences to improvements in patient care and outcomes, we collected longitudinal data (at 3 time points) with 2 successive cohorts of students during the academic years 2006-2007 and 2007-2008. This study reports findings from 499 students surveyed over a three year period. Using the IPE model designed by Freeth, Hammick, Koppel, Reeves, & Barr (2002) to define our constructs, our baseline descriptive study utilized four instruments with Cronbach alpha of .61 to .88 measuring knowledge, attitudes, self efficacy and empathy respectively, as well as intentions, preferences, volunteerism and motivations . The specific research questions addressed are: What proportion of students has already engaged in volunteer service learning activities? What are students? baseline levels of knowledge, attitudes, self-efficacy, and health-care empathy for inter-professional work and communication with an inter-professional team, and do these baseline characteristics vary between groups? What are students? intentions of working with underserved populations and the un/under-insured, and do these characteristics vary across groups? How do students? self-reported motivations for working with underserved populations vary between groups? Can intentions regarding working with underserved populations, be reliably predicted from student knowledge, attitudes, self-efficacy, and empathy? Our findings conclude that there are significant differences between health care majors and IPE may enhance students? preference and motivation to work in IPE groups and to serve the underserved. New appreciations for each profession have emerged through these activities.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleInterprofessional Education through Service Learning Experiencesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/148447-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Interprofessional Education through Service Learning Experiences</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Polifroni, E. Carol, RN, EdD, CNE, NEA, BC</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Connecticut</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Dean for Academic Affairs and Special Initiatives</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">carol.polifroni@uconn.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Andrea Fuhrel-Forbis; Ann O'Connell; Petra Clark-Dufner, MS; Bruce Gould, MD; Devra Dang, PharmD; Philip Hriticko, PharmD</td></tr><tr><td colspan="2" class="item-abstract">[Scientific Session Presentation] At the University of Connecticut, inter-professional education (IPE) activities are based in service learning experiences that optimize the opportunity for collaborative exchange among students. Students from the Schools of Dental medicine, Medicine, Nursing and Pharmacy work together to both learn and to deliver care in urban settings with underserved populations.In order to inform the design of quality IPE instruction at the university level and to begin to connect student experiences to improvements in patient care and outcomes, we collected longitudinal data (at 3 time points) with 2 successive cohorts of students during the academic years 2006-2007 and 2007-2008. This study reports findings from 499 students surveyed over a three year period. Using the IPE model designed by Freeth, Hammick, Koppel, Reeves, &amp; Barr (2002) to define our constructs, our baseline descriptive study utilized four instruments with Cronbach alpha of .61 to .88 measuring knowledge, attitudes, self efficacy and empathy respectively, as well as intentions, preferences, volunteerism and motivations . The specific research questions addressed are: What proportion of students has already engaged in volunteer service learning activities? What are students? baseline levels of knowledge, attitudes, self-efficacy, and health-care empathy for inter-professional work and communication with an inter-professional team, and do these baseline characteristics vary between groups? What are students? intentions of working with underserved populations and the un/under-insured, and do these characteristics vary across groups? How do students? self-reported motivations for working with underserved populations vary between groups? Can intentions regarding working with underserved populations, be reliably predicted from student knowledge, attitudes, self-efficacy, and empathy? Our findings conclude that there are significant differences between health care majors and IPE may enhance students? preference and motivation to work in IPE groups and to serve the underserved. New appreciations for each profession have emerged through these activities.</td></tr></table>en_GB
dc.date.available2011-10-26T09:45:17Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:45:17Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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