Faculty Attitudes toward Interprofessional Eduation and Teamwork

2.50
Hdl Handle:
http://hdl.handle.net/10755/602454
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Title:
Faculty Attitudes toward Interprofessional Eduation and Teamwork
Author(s):
Gary, Jodie C.; Bentley, Regina; Bentley, Regina
Lead Author STTI Affiliation:
Phi Iota
Author Details:
Jodie C. Gary, RN, gary@tamhsc.edu; Regina Bentley, EdD, MSN, RN
Abstract:
Session presented on Saturday, November 7, 2015 and Sunday, November 8, 2015: The purpose of this presentation is to describe a journey for interprofessional education (IPE) at a health science center (HSC). Barriers for IPE and solutions will be examined. As attitudes of faculty towards IPE and teamwork impacts health professions education students, report on data from a study conducted to evaluate these attitudes will be shared. Purpose: Needed is the understanding of HSC faculty attitudes toward interprofessional education and teamwork in order to develop targeted faculty development in order to support interprofessional education amongst the health professions. Problem, Background & Significance: Team-based collaborative care is essential in today’s healthcare environment. While healthcare delivery is a team effort and not a collection of individual efforts, most healthcare professionals are educated in silos. Key to facilitating interprofessional collaboration may to provide targeted faculty development for HSC faculty. It is logical that interprofessional training should occur during the education of healthcare professionals, but the attitudes of the faculty responsible for training healthcare professionals be better understood. Accrediting bodies across the health professions are requiring iterprofessional education (IPE) (Zorek & Raehl, 2013) and the core competencies for interprofessional collaborative practice have been developed to guide implementation by the Interprofessional Education Collaborative Expert Panel (ICEP, 2011). As the attitudes of faculty towards IPE and teamwork impacts health professions education students, the presentation would report on data from a study conducted to evaluate these attitudes. The professions from the HSC perspective include the nursing, medicine, pharmacy, dentistry, and public health. Research Questions: RQ1. What linear combination of independent variables predicts health science center faculty attitudes towards interprofessional learning in the healthcare setting? RQ2. What linear combination of independent variables predicts health science center faculty attitudes towards interprofessional health care teams? RQ3. What linear combination of independent variables predicts health science center faculty attitudes towards interprofessional education? References: Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel . Washington, D.C.: Interprofessional Education Collaborative. Zorek, J. & Raehl, C. (2013). Interprofessional education accreditation standards in the USA: A comparative analysis. Journal of Interprofessional Care, 27 (2), 123-30.
Keywords:
interprofessional education; health professions edcuation; teamwork
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15LD1.7
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.titleFaculty Attitudes toward Interprofessional Eduation and Teamworken
dc.contributor.authorGary, Jodie C.en
dc.contributor.authorBentley, Reginaen
dc.contributor.authorBentley, Reginaen
dc.contributor.departmentPhi Iotaen
dc.author.detailsJodie C. Gary, RN, gary@tamhsc.edu; Regina Bentley, EdD, MSN, RNen
dc.identifier.urihttp://hdl.handle.net/10755/602454en
dc.description.abstractSession presented on Saturday, November 7, 2015 and Sunday, November 8, 2015: The purpose of this presentation is to describe a journey for interprofessional education (IPE) at a health science center (HSC). Barriers for IPE and solutions will be examined. As attitudes of faculty towards IPE and teamwork impacts health professions education students, report on data from a study conducted to evaluate these attitudes will be shared. Purpose: Needed is the understanding of HSC faculty attitudes toward interprofessional education and teamwork in order to develop targeted faculty development in order to support interprofessional education amongst the health professions. Problem, Background & Significance: Team-based collaborative care is essential in today’s healthcare environment. While healthcare delivery is a team effort and not a collection of individual efforts, most healthcare professionals are educated in silos. Key to facilitating interprofessional collaboration may to provide targeted faculty development for HSC faculty. It is logical that interprofessional training should occur during the education of healthcare professionals, but the attitudes of the faculty responsible for training healthcare professionals be better understood. Accrediting bodies across the health professions are requiring iterprofessional education (IPE) (Zorek & Raehl, 2013) and the core competencies for interprofessional collaborative practice have been developed to guide implementation by the Interprofessional Education Collaborative Expert Panel (ICEP, 2011). As the attitudes of faculty towards IPE and teamwork impacts health professions education students, the presentation would report on data from a study conducted to evaluate these attitudes. The professions from the HSC perspective include the nursing, medicine, pharmacy, dentistry, and public health. Research Questions: RQ1. What linear combination of independent variables predicts health science center faculty attitudes towards interprofessional learning in the healthcare setting? RQ2. What linear combination of independent variables predicts health science center faculty attitudes towards interprofessional health care teams? RQ3. What linear combination of independent variables predicts health science center faculty attitudes towards interprofessional education? References: Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel . Washington, D.C.: Interprofessional Education Collaborative. Zorek, J. & Raehl, C. (2013). Interprofessional education accreditation standards in the USA: A comparative analysis. Journal of Interprofessional Care, 27 (2), 123-30.en
dc.subjectinterprofessional educationen
dc.subjecthealth professions edcuationen
dc.subjectteamworken
dc.date.available2016-03-21T16:29:18Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:29:18Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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