Examining professional stereotypes in an interprofessional education simulation experience

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dc.contributor Martin, Kay Sackett
dc.contributor Wright, Vivian H.
dc.contributor Carter-Templeton, Heather D.
dc.contributor Estis, Julie M.
dc.contributor.advisor Houser, Rick
dc.contributor.author Rudd, Alison Bealle
dc.date.accessioned 2017-03-01T17:09:57Z
dc.date.available 2017-03-01T17:09:57Z
dc.date.issued 2014
dc.identifier.other u0015_0000001_0001658
dc.identifier.other Rudd_alatus_0004D_11950
dc.identifier.uri https://ir.ua.edu/handle/123456789/2109
dc.description Electronic Thesis or Dissertation
dc.description.abstract Health professions educators are answering the call for interprofessional education (IPE) because it has been shown to enhance collaborative care in practice, thereby improving patient outcomes. IPE also provides a platform for early professional socialization, potentially affecting the accuracy of stereotypes among pre-professional students. The purpose of this study is to implement an interprofessional simulation with nursing, respiratory therapy (RT), and speech language pathology (SLP) students, and using the Student Stereotype Rating Questionnaire (SSRQ), evaluate how an IPE simulation approach may alter stereotypes that learners carry with them related to themselves and professions other than their own. Using the SSRQ, which examines perceptions based on nine professional characteristics, participants were asked to rate the extent to which they believe the attributes apply to either their own profession (autostereotypes), other professions (heterostereotypes), or their own profession as seen by others (perceived autostereotypes). A quasi-experimental pretest-posttest design was used, and descriptive statistics were analyzed. Participants were also asked rate their impressions of the IPE experience. Results showed a significant difference from pre-IPE simulation to post-IPE simulation in nursing heterostereoptype, autostereotype, and perceived autostereotype scores. No significant difference was seen in hetereostereotypes of RT and SLP students pre-IPE simulation to post-IPE simulation. Major findings, limitations, implications for health professions education, conclusions, and recommendations for research are presented.
dc.format.extent 91 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Education
dc.subject.other Nursing
dc.title Examining professional stereotypes in an interprofessional education simulation experience
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership, Policy, and Technology Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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