2.50
Hdl Handle:
http://hdl.handle.net/10755/602628
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Title:
Inspiring a Shared Vision for Interprofessional Education
Author(s):
Cassidy, Karma; Dzurek, Laura Cox; Williams, Carolyn A.; Dzurec, Laura C.; Williams, Carolyn A.
Lead Author STTI Affiliation:
Theta Nu
Author Details:
Karma Cassidy, RN, kcassidy@midway.edu; Laura C. Dzurec, RN, PMHCNS-BC, ANEF; Carolyn A. Williams, FAAN
Abstract:
Session presented on Saturday, November 7, 2015 and Sunday, November 8, 2015: Background: Leaders in health care quality and safety recommend adoption of collaborative practice models to improve health outcomes and development of a workforce skilled in Interprofessional collaboration. Interprofessional education (IPE) for collaboration occurs when students from two or more professions learn about, from and with each other to improve health outcomes. Effective integration of IPE into curricula depends upon leadership with focused resolve to impact attitudes toward collaboration and a willingness to revise and/or develop curricula to support IPE. For the most part, nursing and allied health faculty received their education and practiced in traditional fragmented health care models and may lack an awareness of the need for or the skills to integrate IPE into existing curricula. A necessary first step toward development of curricula with integrated IPE is assessment of faculty attitudes, knowledge and existing practices. The focus of this project was to foster progression of individual leadership practices and expansion of scope of influence through team project leadership in an academic setting. Purpose: The purpose of this presentation is to describe scholar leadership development and scope of influence in team projects to advance nursing education. An assessment of faculty knowledge, attitudes and practices in Interprofessional education (IPE) was conducted. Methods: The Sigma Theta Tau International Nurse Faculty Leadership Academy provided support and mentorship for the scholar’s individual leadership development demonstrated by team projects to advance nursing education in the area of Interprofessional education (IPE). A multidisciplinary team consisting of faculty representing public health, health administration, occupational sciences, sport and physical education sciences and dietary sciences was recruited to develop a consensus statement for IPE and conduct a faculty assessment of knowledge and attitudes toward and practices in IPE. Results: Key findings from the assessment of IPE knowledge attitudes and practices (N=77, 61%) were that faculty were familiar with IPE (87%), felt it should be prioritized (80%) and that faculty participation should be encouraged (87%). But confidence in IPE skills was low (42%). Faculty were also concerned that it would increase workload (50%) and (45%) did not perceive support for IPE by administration. Conclusions: Faculty highly value IPE and believe it should be a curriculum priority but need administrative support to develop IPE skills and integrate content. The scholar transitioned mid-academy to another university setting where new Master’s program curricula in nursing administration and education are being developed. As a result of growth in leadership skills and confidence provided through the NFLA experience, the scholar now has the opportunity to lead curriculum development in a new setting.
Keywords:
Interprofessional; Scope of Influence; Interdisciplinary
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15NF1.3
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.titleInspiring a Shared Vision for Interprofessional Educationen
dc.contributor.authorCassidy, Karmaen
dc.contributor.authorDzurek, Laura Coxen
dc.contributor.authorWilliams, Carolyn A.en
dc.contributor.authorDzurec, Laura C.en
dc.contributor.authorWilliams, Carolyn A.en
dc.contributor.departmentTheta Nuen
dc.author.detailsKarma Cassidy, RN, kcassidy@midway.edu; Laura C. Dzurec, RN, PMHCNS-BC, ANEF; Carolyn A. Williams, FAANen
dc.identifier.urihttp://hdl.handle.net/10755/602628en
dc.description.abstractSession presented on Saturday, November 7, 2015 and Sunday, November 8, 2015: Background: Leaders in health care quality and safety recommend adoption of collaborative practice models to improve health outcomes and development of a workforce skilled in Interprofessional collaboration. Interprofessional education (IPE) for collaboration occurs when students from two or more professions learn about, from and with each other to improve health outcomes. Effective integration of IPE into curricula depends upon leadership with focused resolve to impact attitudes toward collaboration and a willingness to revise and/or develop curricula to support IPE. For the most part, nursing and allied health faculty received their education and practiced in traditional fragmented health care models and may lack an awareness of the need for or the skills to integrate IPE into existing curricula. A necessary first step toward development of curricula with integrated IPE is assessment of faculty attitudes, knowledge and existing practices. The focus of this project was to foster progression of individual leadership practices and expansion of scope of influence through team project leadership in an academic setting. Purpose: The purpose of this presentation is to describe scholar leadership development and scope of influence in team projects to advance nursing education. An assessment of faculty knowledge, attitudes and practices in Interprofessional education (IPE) was conducted. Methods: The Sigma Theta Tau International Nurse Faculty Leadership Academy provided support and mentorship for the scholar’s individual leadership development demonstrated by team projects to advance nursing education in the area of Interprofessional education (IPE). A multidisciplinary team consisting of faculty representing public health, health administration, occupational sciences, sport and physical education sciences and dietary sciences was recruited to develop a consensus statement for IPE and conduct a faculty assessment of knowledge and attitudes toward and practices in IPE. Results: Key findings from the assessment of IPE knowledge attitudes and practices (N=77, 61%) were that faculty were familiar with IPE (87%), felt it should be prioritized (80%) and that faculty participation should be encouraged (87%). But confidence in IPE skills was low (42%). Faculty were also concerned that it would increase workload (50%) and (45%) did not perceive support for IPE by administration. Conclusions: Faculty highly value IPE and believe it should be a curriculum priority but need administrative support to develop IPE skills and integrate content. The scholar transitioned mid-academy to another university setting where new Master’s program curricula in nursing administration and education are being developed. As a result of growth in leadership skills and confidence provided through the NFLA experience, the scholar now has the opportunity to lead curriculum development in a new setting.en
dc.subjectInterprofessionalen
dc.subjectScope of Influenceen
dc.subjectInterdisciplinaryen
dc.date.available2016-03-21T16:33:18Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:33:18Zen
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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