Open Access
Impact of Interprofessional Education on Nursing Student Outcomes in an Online Environment
Laura Fillmore
- 25 Jul 2015
2
TL;DR: In this article, a co-teaching model was implemented within an online environment to provide interprofessionally lead nursing sciences courses to nursing students in a baccalaureate program.
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Abstract: The implementation and integration of inter-professional education (IPE) into a curriculum is supported by the National Council of State Boards of Nursing (NCSBN), the Inter-professional Education Collaborative (IPEC), and the Institute of Medicine’s (IOM) Future of Nursing report. While there is support for implementation, there is a lack of data and guidelines which to follow currently. The purpose of this nursing research study was to investigate the impact of inter-professional collaboration on nursing student outcomes in the online environment. A co-teaching model was implemented within an online environment to provide inter-professionally lead nursing sciences courses to nursing students in a baccalaureate program. In the four sessions following the implementation of interdisciplinary collaborative teaching, 605 students completed the courses with 179 submitting the end of course survey. Results indicated that the overall student satisfaction rating with the pathophysiology online course was significant at p < 0.05 following the implementation of inter-professional teaching methodology. Prior to implementation of collaborative teaching, the total enrollment in pathophysiology was 194. After the institution of collaborative teaching, the total student enrollment was 605. This reflected a significant increase in student enrollment of 311%. Today, the complex healthcare delivery system necessitates a shift from traditional education to an inter-professional collaborative teaching model that generates knowledge from interaction with a variety of educators from a variety of disciplines (Hean, Craddock, & Hammick, 2012). Nursing curricula is needed which fosters both an inter-professional learning of shared knowledge and the discipline-specific learning essential for professional practice.
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Citations
•Dissertation
Undergraduate Nurse Educator Perceptions of Preparation to Teach Interprofessional Collaboration
Tamara Powell Berghout
- 01 Jan 2019
TL;DR: For example, Berghout et al. as discussed by the authors conducted a case study to understand how undergraduate nurse educators prepared to teach interprofessional collaboration (IPC) and how their preparation informed their teaching.
Attitude of Nursing Students Towards Work in the Clinical Learning Environment
Chiamaka Rosemary Anagor,Felicia Ekwok Lukpata,Jennifer Nkeiruka Ikechukwu-Okoroezi,May Ulunma Obiora +3 more
TL;DR: In this paper, the attitude of nursing students towards work in the clinical learning environment was reviewed and it was recommended that students should be psychologically prepared in their schools before exposure to the clinical environment.
References
Developing an evidence base for interdisciplinary learning: a systematic review
TL;DR: Student health professionals were found to benefit from interdisciplinary education with outcome effects primarily relating to changes in knowledge, skills, attitudes and beliefs.
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Constructivism Theory Analysis and Application to Curricula
Amy F. Brandon,Anita C. All +1 more
TL;DR: This article presents a summary and analysis of constructivism and an innovative application of its active‐learning principles to curriculum development, specifically for the education of nursing students.
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Theoretical insights into interprofessional education
TL;DR: This article argues for the need for theory in the practice of interprofessional education and summarises the AMEE Guides in Medical Education publication entitled Theoretical Insights into Interprofessional Education: AMEE Guide No. 62.
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Faculty Development for Continuing Interprofessional Education and Collaborative Practice.
Ivan Silver,Karen Leslie +1 more
TL;DR: Strategic planning, including the application of a systems approach, attention to the principles of effective learning, and an outcomes-based curriculum design are recommended for the development of continuing IPE faculty development programs that enhance interprofessional collaboration.
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