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Traditional and Accelerated Baccalaureate Nursing Students' Self-Efficacy for Interprofessional Learning
Anne E Durkin1, Richard S Feinn
1About the Authors Anne E. Durkin, PhD, RN, is a professor of nursing, Quinnipiac University School of Nursing, Hamden, Connecticut. Richard S. Feinn, PhD, MS, MA, is an associate professor of medical sciences, Quinnipiac University Frank H. Netter MD School of Medicine, North Haven, Connecticut. For more information, contact Dr. Durkin at anne.durkin@quinnipiac.edu.
Accelerated nursing students demonstrate higher self-efficacy in interprofessional learning compared to traditional students. These findings can inform tailored educational strategies for nursing cohorts in interprofessional education.
Area of Science:
- Nursing Education
- Interprofessional Collaboration
- Healthcare Workforce Development
Background:
- Interprofessional education is crucial for preparing healthcare professionals for collaborative practice.
- Baccalaureate nursing program graduates need strong interprofessional collaboration and communication skills.
Purpose of the Study:
- To compare self-efficacy in interprofessional learning between traditional and accelerated nursing students.
- To identify potential differences in self-efficacy that may influence educational strategies.
Main Methods:
- Utilized Mann et al.'s Self-Efficacy for Interprofessional Experiential Learning Scale.
- Measured self-efficacy in 239 traditional and 114 accelerated nursing students.
Main Results:
- Accelerated students reported significantly higher overall self-efficacy (p = .041).
- Accelerated students also scored higher on the interprofessional team evaluation and feedback subscale (p = .006).
Conclusions:
- Differences in self-efficacy between nursing student cohorts may necessitate distinct interprofessional learning approaches.
- Findings suggest evidence-based strategies for optimizing interprofessional education for diverse nursing student groups.
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