Impact of Interprofessional Education on Nursing Student Outcomes in an Online Environment

2.50
Hdl Handle:
http://hdl.handle.net/10755/601834
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Impact of Interprofessional Education on Nursing Student Outcomes in an Online Environment
Other Titles:
Impact of Online Instruction in Nursing Education [Session]
Author(s):
Fillmore, Laura
Lead Author STTI Affiliation:
Omnicron Delta
Author Details:
Laura Fillmore, RN, CNE, lfillmore@chamberlain.edu
Abstract:
Session presented on Saturday, July 25, 2015: Purpose: The American Association of Colleges of Nursing has integrated interprofessional collaboration expectations into its Essentials for baccalaureate (2008) master's (2011) and doctoral education for advanced practice (2006).While there is support for implementation, there is a lack of data and patterns which to follow currently. The purpose of this nursing research study was to investigate the impact of interprofessional collaboration on nursing student outcomes in the online environment. A co-teaching model was implemented in an online environment to provide interprofessionally lead nursing sciences courses to nursing students. Methods: The convenience sample included 838 nursing students, of which 799 completed both online nursing science courses. The number of students completing the pathophysiology courses in the two sessions prior to the implementation of interdisciplinary collaborative teaching equaled 194 students and in the four sessions following the implementation of an interdisciplinary collaborative teaching methodology, 605 students completed the courses.'' Results: The t-test and Chi square test were used to assess the correlation between the student evaluations prior to and following implementation of interprofessional collaboration. Levene's tests for equality of variances were conducted to assess the internal consistency of the measurement scales and all data. Results indicated that the overall student satisfaction rating with the pathophysiology online course was significant at the p < 0.05 following the implementation of the interprofessional model. Student enrollment prior to and after implementation collaborative teaching was calculated. Prior to implementation of collaborative teaching, the total enrollment in two classes of pathophysiology was 194 and after the institution of collaborative teaching the total student enrollment was 605. This reflects a significant increase of 32%. Conclusion: Today, the complex healthcare delivery system necessitates a shift from traditional education to an interprofessional collaborative teaching model that generates knowledge from interaction with a variety of educators from a variety of disciplines (Hean, Craddock, & Hammick, 2012).' Through utilization of interprofessional education, the student is gaining knowledge specific to their profession while gaining a greater understanding of and respect for other professions. Nursing curricula is needed which fosters both an interprofessional learning of shared knowledge between healthcare disciplines and the discipline-specific learning essential for each professional practice.
Keywords:
Interprofessional education; Student Outcomes; Nursing
Repository Posting Date:
17-Mar-2016
Date of Publication:
17-Mar-2016 ; 17-Mar-2016
Other Identifiers:
INRC15E11
Conference Date:
2015
Conference Name:
26th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
San Juan, Puerto Rico
Description:
Research Congress 2015 Theme: Question Locally, Engage Regionally, Apply Globally. Held at the Puerto Rico Convention Center.

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleImpact of Interprofessional Education on Nursing Student Outcomes in an Online Environmenten
dc.title.alternativeImpact of Online Instruction in Nursing Education [Session]en
dc.contributor.authorFillmore, Lauraen
dc.contributor.departmentOmnicron Deltaen
dc.author.detailsLaura Fillmore, RN, CNE, lfillmore@chamberlain.eduen
dc.identifier.urihttp://hdl.handle.net/10755/601834-
dc.description.abstractSession presented on Saturday, July 25, 2015: Purpose: The American Association of Colleges of Nursing has integrated interprofessional collaboration expectations into its Essentials for baccalaureate (2008) master's (2011) and doctoral education for advanced practice (2006).While there is support for implementation, there is a lack of data and patterns which to follow currently. The purpose of this nursing research study was to investigate the impact of interprofessional collaboration on nursing student outcomes in the online environment. A co-teaching model was implemented in an online environment to provide interprofessionally lead nursing sciences courses to nursing students. Methods: The convenience sample included 838 nursing students, of which 799 completed both online nursing science courses. The number of students completing the pathophysiology courses in the two sessions prior to the implementation of interdisciplinary collaborative teaching equaled 194 students and in the four sessions following the implementation of an interdisciplinary collaborative teaching methodology, 605 students completed the courses.'' Results: The t-test and Chi square test were used to assess the correlation between the student evaluations prior to and following implementation of interprofessional collaboration. Levene's tests for equality of variances were conducted to assess the internal consistency of the measurement scales and all data. Results indicated that the overall student satisfaction rating with the pathophysiology online course was significant at the p < 0.05 following the implementation of the interprofessional model. Student enrollment prior to and after implementation collaborative teaching was calculated. Prior to implementation of collaborative teaching, the total enrollment in two classes of pathophysiology was 194 and after the institution of collaborative teaching the total student enrollment was 605. This reflects a significant increase of 32%. Conclusion: Today, the complex healthcare delivery system necessitates a shift from traditional education to an interprofessional collaborative teaching model that generates knowledge from interaction with a variety of educators from a variety of disciplines (Hean, Craddock, & Hammick, 2012).' Through utilization of interprofessional education, the student is gaining knowledge specific to their profession while gaining a greater understanding of and respect for other professions. Nursing curricula is needed which fosters both an interprofessional learning of shared knowledge between healthcare disciplines and the discipline-specific learning essential for each professional practice.en
dc.subjectInterprofessional educationen
dc.subjectStudent Outcomesen
dc.subjectNursingen
dc.date.available2016-03-17T12:56:46Zen
dc.date.issued2016-03-17-
dc.date.issued2016-03-17en
dc.date.accessioned2016-03-17T12:56:46Zen
dc.conference.date2015en
dc.conference.name26th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationSan Juan, Puerto Ricoen
dc.descriptionResearch Congress 2015 Theme: Question Locally, Engage Regionally, Apply Globally. Held at the Puerto Rico Convention Center.en
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