Nursing faculty and interprofessional education: where do we stand?

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dc.contributor Graves, Barbara A.
dc.contributor Wright, Vivian
dc.contributor Atkinson, Becky
dc.contributor Oliver, JoAnn
dc.contributor Friend, Louanne
dc.contributor.advisor Graves, Barbara A. Hagstrom, Kathy Ann 2020-09-30T17:25:01Z 2020-09-30T17:25:01Z 2020
dc.identifier.other u0015_0000001_0003629
dc.identifier.other Hagstrom_alatus_0004D_14116
dc.description Electronic Thesis or Dissertation
dc.description.abstract Interprofessional education is an educational tool which provides the opportunity for students from two or more professions to learn side-by-side about their roles and responsibilities and to develop skills in cooperation, communication, and collaboration. Although interprofessional education has support from healthcare organizations and accreditation bodies, there is limited application of the tool across healthcare education programs in the United States. The purpose of this phenomenographic study was to explore traditional undergraduate nursing faculty’s understanding, experience, and implementation of interprofessional education and generate new knowledge to increase and improve both teaching and implementation of interprofessional education. Participants included nine traditional undergraduate nurse educators actively teaching in baccalaureate nursing programs and working with interprofessional education activities in the State of Texas. The analysis of the qualitative data generated an outcome space of four qualitatively different ways of perceiving interprofessional education: (a) Interprofessional education as a method of developing teamwork, (b) Interprofessional education as a faculty role, (c) Interprofessional education as something constrained by barriers and limitations, and (d) Interprofessional education as unique to the nursing profession. Based on the findings of this research, the recommendations for practice and research include increased frequency of regularly scheduled interprofessional education across the curricula, opportunities for healthcare education faculty to develop relationships and advance their skills in teaching and implementing interprofessional education, and continued research into interprofessional education using a mixed-methods approach to capture greater amounts of data.
dc.format.extent 150 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 Nursing
dc.title Nursing faculty and interprofessional education: where do we stand?
dc.type thesis
dc.type text University of Alabama. Department of Educational Leadership, Policy, and Technology Studies Instructional Leadership The University of Alabama doctoral Ed.D.

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