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Translating interprofessional theory to interprofessional practice.

Miranda Ketcherside1, Darson Rhodes2, Stephanie Powelson3

  • 12123 Pershing Building, Truman State University, Kirksville, MO 63501, USA.

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|September 22, 2017
PubMed
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This study found that an interprofessional patient home-visiting curriculum positively impacted health professionals' collaborative abilities and attitudes. Community/public health education professionals reported higher perceived collaborative skills than registered nurses.

Area of Science:

  • Health Professions Education
  • Interprofessional Collaboration
  • Public Health

Background:

  • Traditional health professions education often perpetuates siloed professional roles and limited understanding of interprofessional collaboration.
  • Despite educational efforts, challenges in interprofessional role understanding persist into professional practice.

Purpose of the Study:

  • To evaluate the long-term impact of an undergraduate interprofessional patient home-visiting curriculum on practicing health professionals.
  • To assess the translation of interprofessional theory to practice among community/public health education professionals and registered nurses.

Main Methods:

  • A survey was administered to practicing community/public health education professionals and registered nurses 1-10 years post-undergraduate study.
Keywords:
Interprofessional educationInterprofessional practice

Related Experiment Videos

  • Participants had previously engaged in an interprofessional patient home-visiting curriculum during their undergraduate education.

    • Main Results:

    • Most surveyed professionals reported positive current attitudes towards interprofessional collaboration.
    • Participants demonstrated perceived collaborative abilities, with community/public health education professionals scoring significantly higher than registered nurses.
    • The findings suggest a positive correlation between the curriculum's focus on teamwork and the translation of interprofessional theory into practice.

    Conclusions:

    • An interprofessional curriculum focusing on teamwork behaviors may foster positive interprofessional collaboration in practice.
    • While findings are specific to the curriculum model, they indicate potential benefits for interprofessional education in healthcare.
    • Further research is needed to generalize these findings across diverse interprofessional curriculum models.