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Faculty perceptions of key factors in interprofessional education
Jacqueline Loversidge1, Ada Demb
1College of Nursing, The Ohio State University , Columbus, OH , USA and.
Journal of Interprofessional Care
|December 16, 2014
Summary
Faculty experiences with interprofessional education (IPE) are crucial for guiding future approaches. Authentic, faculty-facilitated student experiences and supportive clinical environments are key to successful IPE integration.
Area of Science:
- Medical Education
- Nursing Education
- Interprofessional Collaboration
Background:
- Interprofessional education (IPE) faces significant challenges in academic settings.
- Faculty perspectives on IPE implementation are underrepresented in current literature.
- Nurses and physicians are central to healthcare delivery, making faculty insights vital for IPE.
Purpose of the Study:
- To explore medical and nursing faculty perceptions of key factors influencing interprofessional education for pre-licensure students.
- To identify barriers and facilitators for effective IPE from the faculty viewpoint.
Main Methods:
- Phenomenological study utilizing thematic analysis.
- Semi-structured interviews conducted with 32 faculty members from three Midwest universities.
- Study grounded in collaboration and cooperation theories.
Main Results:
- Faculty identified authentic, faculty-facilitated student experiences as most impactful.
- Constructive clinical learning environments were deemed essential for IPE.
- Curriculum design challenges included undergraduate/graduate disparities.
- Leadership commitment to faculty engagement and development is imperative.
Conclusions:
- Faculty experiences and perceptions are critical for successful IPE integration.
- Effective IPE requires authentic learning, supportive clinical settings, and faculty development.
- Addressing curriculum disparities and ensuring leadership support are key to advancing IPE.
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