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Difficult to Doable: Interprofessional Collaborative Practice in Distance Education
The Journal of Nursing Education
|April 4, 2018
Summary
Interprofessional education (IPE) in distance learning significantly improved student self-efficacy in collaborative practice. This approach enhances teamwork and communication skills for future healthcare professionals.
Area of Science:
- Healthcare Education
- Distance Learning
- Interprofessional Collaboration
Background:
- Interprofessional education (IPE) research in distance settings is less developed than in traditional ones.
- Investigating IPE's impact on student self-efficacy in collaborative practice is crucial.
Purpose of the Study:
- To assess the effect of distance-based interprofessional education (IPE) on student self-efficacy.
- To evaluate changes in self-efficacy related to Interprofessional Practice (IPEC) constructs.
Main Methods:
- A pre-post survey design was employed.
- Participants included nursing, health sciences, and dietetic intern students.
- Measured self-efficacy across IPEC constructs: values/ethics, roles/responsibilities, communication, teamwork.
Main Results:
- Statistically significant improvements in student self-efficacy were observed across all IPEC constructs.
- Qualitative data highlighted strengthened collaboration and the value of diverse perspectives.
- Participants expressed a desire for shared team goals.
Conclusions:
- Interprofessional education (IPE) is feasible and effective in distance learning environments.
- Distance IPE positively impacts student self-efficacy, a predictor of future behavior.
- Findings support the expansion of IPE in online healthcare training programs.
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