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Analysis of Perceptions of Interprof...

Mahr, Kristin Arneson,

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Analysis of Perceptions of Interprofessional Education /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Analysis of Perceptions of Interprofessional Education // Kristin Arneson Mahr.
Author:	Mahr, Kristin Arneson,
Description:	1 electronic resource (369 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: B.
Contained By:	Dissertations Abstracts International82-02B.
Subject:	Educational evaluation. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28024505
ISBN:	9798662444386

Analysis of Perceptions of Interprofessional Education /
Mahr, Kristin Arneson,

Analysis of Perceptions of Interprofessional Education /Kristin Arneson Mahr. - 1 electronic resource (369 pages)

Source: Dissertations Abstracts International, Volume: 82-02, Section: B.

The World Health Organization (WHO) states that interprofessional collaborative practice happens when multiple health workers from different professional backgrounds work together with patients, families, and communities to deliver the highest quality of care. There is increasing evidence that healthcare delivery through interprofessional practice (IPP) improves patient outcomes. Rosalind Franklin University (RFU) is a leader in the field of interprofessional education (IPE) and devoted to providing interprofessional courses and clinical experiences. The university has been teaching students in multiple medical disciplines the foundations of interprofessionalism since 2004. However, there is little evidence to support the operationalization of interprofessional education into interprofessional practice (IPP). Therefore, the study investigated the effectiveness of the IPE curriculum, does IPP contribute to ongoing IPP, and who are IP team members. To answer these questions a 15-item survey was distributed to RFU alumni who graduated between the years of 2011 - 2019. Two hundred and eighty-two RFU alumni participated in the study. The participating professions represented allopathic physicians, physician assistants, psychologists, clinical counselors, pathologists' assistants, podiatrists, pharmacists, nurse anesthetists and physical therapists. The quantitative data were analyzed with descriptive statistical analysis and qualitative data analyzed by means thematic analysis. The study concluded that practical clinical experiences were the most effective IPE curricular components and that RFU IPE curriculum effectively developed communication skills, learning from, collaboration, and the understanding of IPP and scope of practice across the healthcare professions.

English

ISBN: 9798662444386Subjects--Topical Terms:

526425
Educational evaluation.
Subjects--Index Terms:

Collaboration

Analysis of Perceptions of Interprofessional Education /
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245 1 0 $a Analysis of Perceptions of Interprofessional Education / $c Kristin Arneson Mahr.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 1 electronic resource (369 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: B.
500 $a Advisors: Knott, Patrick Committee members: Min, Elana; Weiand, Steven.
502 $b Ph.D. $c Rosalind Franklin University of Medicine and Science $d 2020.
520 $a The World Health Organization (WHO) states that interprofessional collaborative practice happens when multiple health workers from different professional backgrounds work together with patients, families, and communities to deliver the highest quality of care. There is increasing evidence that healthcare delivery through interprofessional practice (IPP) improves patient outcomes. Rosalind Franklin University (RFU) is a leader in the field of interprofessional education (IPE) and devoted to providing interprofessional courses and clinical experiences. The university has been teaching students in multiple medical disciplines the foundations of interprofessionalism since 2004. However, there is little evidence to support the operationalization of interprofessional education into interprofessional practice (IPP). Therefore, the study investigated the effectiveness of the IPE curriculum, does IPP contribute to ongoing IPP, and who are IP team members. To answer these questions a 15-item survey was distributed to RFU alumni who graduated between the years of 2011 - 2019. Two hundred and eighty-two RFU alumni participated in the study. The participating professions represented allopathic physicians, physician assistants, psychologists, clinical counselors, pathologists' assistants, podiatrists, pharmacists, nurse anesthetists and physical therapists. The quantitative data were analyzed with descriptive statistical analysis and qualitative data analyzed by means thematic analysis. The study concluded that practical clinical experiences were the most effective IPE curricular components and that RFU IPE curriculum effectively developed communication skills, learning from, collaboration, and the understanding of IPP and scope of practice across the healthcare professions.
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650 4 $a Educational evaluation. $3 526425
650 4 $a Public health education. $3 2144801
650 4 $a Public health. $3 534748
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653 $a Healthcare
653 $a Interprofessional education
653 $a Interprofessional practice
653 $a Interprofessionalism
690 $a 0443
690 $a 0500
690 $a 0573
710 2 $a Rosalind Franklin University of Medicine and Science. $b Interprofessional Healthcare Studies. $e degree granting institution. $3 3827856
720 1 $a Knott, Patrick $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 82-02B.
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