Evaluating the Effects of a Continuing Interprofessional Education (CIPE) Workshop on Participants' Attitudes and Collaborative Practice Behaviors.

1 online resource (100 pages) : PDF

2019

University of North Carolina at Charlotte

Key organizations, such as the WHO, IHI, and NAH, encourage interprofessional education (IPE) in healthcare to promote collaborative care practices and improved patient outcomes (Gilbert, Yan, & Hoffman, 2010; Owen & Schmitt, 2013; Thistlethwaite, 2012; World Health Organization [WHO], 2010). However, post-licensure continuing interprofessional education (CIPE) is difficult to effectively implement in professional development activities (Interprofessional Education Collaborative [IPEC], 2016; Owen & Schmidt, 2013; Thistlethwaite, 2012). Purpose. This study was conducted to determine if integrating CIPE activities in a professional development workshop made a difference in participants’ attitudes about roles and responsibilities of other healthcare professionals. Design. A quasi-experimental, mixed-methods approach was utilized. Observations, evaluation surveys, and pre- and post-assessments of interprofessional attitudes were collected before and after a CIPE workshop at Charlotte Area Health Education Center (AHEC). Methods. A convenience sample of self-selected individuals (n=8; 6 nurses and 2 pharmacists) participated in the CIPE workshop which included unfolding case studies and interprofessional group interactions. The modified Interprofessional Attitudes Scale (IPAS) by Norris, et al. (2015) was used to measure changes in interprofessional attitudes after the workshop. Results. Using paired t-test analysis, statistically significant (p < 0.05) changes were noted in 2 of the 28 assessment items (Item 15, t= -2.656, p = 0.033; Item 17, t = -2.366, p = 0.05) indicating a positive change in awareness of interprofessional biases in healthcare after the CIPE event. Conclusion. Awareness of biases about other professionals were impacted, but changes in collaborative practice behaviors could not be determined. CIPE is enhanced when participants are motivated; when there is a high level of trust; and when the IPE facilitator is well-trained. Social Learning Theory and the IPEC® Core Competencies were instrumental in the development and facilitation of the CIPE activities.

doctoral dissertations

Nursing

D.N.P.

Continuing
Education
Interprofessional
Nurse

Health Services Research

Jordan, Kathleen

Evans, Dena
Davison, Jean
Zablotsky, Diane

Thesis (D.N.P.)--University of North Carolina at Charlotte, 2019.

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Magennis_uncc_0694D_11997

http://hdl.handle.net/20.500.13093/etd:2314