Faculty perceptions of interprofessional education

Bennett, Paul N.; Gum, Lyn; Lindeman, Iris; Lawn, Sharon; McAllister, Sue; Richards, Janet; Kelton, Moira; Ward, Helena

doi:10.1016/j.nedt.2010.09.008

Cited by 70 publications

(63 citation statements)

References 36 publications

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“…54,[56][57][58][59][60] Also, IPE efforts designed around classroom exposure or experiences were generally found to not have significant impacts on measurable or meaningful outcomes, such as professional behavior or communication, and more than a few studies found that attitudes and perceptions amongst the various professional bodies (of students) and faculty represented actually became worse in that power barriers and stereotypes were reinforced. 54,61,62 Given that the intended and speculated outcomes for IPE are still unclear and largely unsubstantiated, 60,63 that a working definition or understanding of interprofessional competency is still being debated by many in the field, 60 that significant human and material resources are significant needs for an IPE curriculum, 58 that clinical/experiential-based efforts are required to achieve short-lived, but positive change, 55 and that AT policymakers have yet to articulate an actual and definable or measurable professional outcome for an IPE initiative, 52,53 it would appear that an evidence-informed platform for IPE is not yet available for AT educators or policymakers to rely upon (at least not a clear roadmap).…”

Section: What Does the Evidence Say About Ipe?mentioning

confidence: 99%

On the Need to Move Toward an Evidence-Based Athletic Training (EBAT)

Geisler

McKeon

2017

Athletic Training Education Journal

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Evidence-based practice (EBP) is now a well-known paradigm for the athletic training (AT) profession. The Commission on Accreditation of Athletic Training Education accredited programs have required EBP as an explicit focus for professional education, and researchers are gradually producing insightful and relevant evidence concerning the education and implementation of clinically based EBP in educational programs. Likewise, many clinicians are attempting to incorporate EBP into their daily practice in order to guide and enhance patient care, and the Board of Certification has mandated regular EBP education in order to maintain national certification status. Although there remains much work to be completed before AT can claim to be a health care profession that is saturated with EBP, there is growing evidence of positive momentum toward that goal. However, the extent of EBP implementation remains limited to clinically based, patient-oriented outcomes. To date, there is little suggestion that the profession of AT has used an evidence-based approach for other related aspects of its professional practice. To that point, a multifactorial and more comprehensive model for evidence-based AT (EBAT) is presented with the intent of better situating and centering the potentiality for a larger evidence-based culture to inform and guide the AT profession's 3 critical subcomponents practice, regulation, and education. We attempt here to expand upon the paradigm for EBP as a precondition for an overarching, more inclusive EBAT model. To do this, we will introduce and interconnect 2 other critical aspects of professional practice: evidence-based regulation and evidence-based education. Alongside EBP, both evidence-based regulation and education are fundamentally interrelated and vital components of an effective, comprehensive, and progressive evidence-based profession of AT, or EBAT.

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Section: What Does the Evidence Say About Ipe?mentioning

confidence: 99%

On the Need to Move Toward an Evidence-Based Athletic Training (EBAT)

Geisler

McKeon

2017

Athletic Training Education Journal

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“…Bennett, Gum, Lindeman, and Lawn (2011) reported that "leadership and commitment at the executive level were fundamental to IPE success" (p. 573). Laissez-faire attitudes of senior executives and deans illustrate a lack of organizational commitment.…”

Section: Challenges Of Interprofessional Health Educationmentioning

confidence: 99%

Nursing Faculty's Needs of Knowledge, Beliefs, and Readiness to Implement Interprofessional Education in their Teaching: An Exploratory Study

Racine¹,

Bilinski²,

Spriggs³

2016

Quality Advancement in Nursing Education - Avancées en formatio

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We acknowledge the funding received from the Faculty and Staff Professional Development Committee of the College of Nursing at the University of Saskatchewan. We also express our heartfelt thanks the participants who took the time out of their busy schedule to answer this survey. Nous remercions le Comité de développement professionnel du corps professoral et du personnel du Collège des sciences infirmiers à l'University of Saskatchewan pour son appui financier. Nous exprimons également nos remerciements les plus sincères aux participants qui ont pris le temps, malgré leur horaire chargé, de répondre au sondage.

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“…Many respondents participating in research on IPE have valued experiences which have taken place in clinical, real-time settings (Gilligan et al, 2014;Bennett et al, 2011) and which are 'authentic and occurred in environments that valued patient quality and safety over hierarchy' (Loversidge & Demb 2015, p303). Hammick et al (2007), in particular, identified this as a key message of an earlier best-evidence systematic review of IPE:…”

Section: Ipe and The Use Of High Fidelity Simulationmentioning

confidence: 99%

Why we need more research into interprofessional education

et al. 2016

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Interprofessional education (IPE) has long been considered an important means of improving communication and interaction between health professionals and of addressing patient safety concerns. This study aimed to explore whether a high-fidelity (HF) simulator could enhance a postgraduate IPE session on team-working and communication skills. A convenience sample of six doctors and six nurses, all recently qualified and working in an acute care setting, participated in teams of one nurse and one doctor in a typical clinical case scenario using a HF simulator. Pre-and post-test questionnaires and two focus groups were used to gather views on the IPE session. All of the participants agreed that all aspects of the IPE activity—the HF simulation, the scenarios and the debriefing—were ‘effective’ in attracting and retaining interest and attention. Future larger-scale research needs a more objective approach, such as a consideration of patient-related impact and outcomes.

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Faculty perceptions of interprofessional education

Cited by 70 publications

References 36 publications

On the Need to Move Toward an Evidence-Based Athletic Training (EBAT)

On the Need to Move Toward an Evidence-Based Athletic Training (EBAT)

Nursing Faculty's Needs of Knowledge, Beliefs, and Readiness to Implement Interprofessional Education in their Teaching: An Exploratory Study

Why we need more research into interprofessional education

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