Faculty attitudes about interprofessional education.
Faculty attitudes about interprofessional education.
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DOI：
10.3402/meo.v21.32065
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发表时间：
2016
影响因子：
4.6
通讯作者：
Bevil C
中科院分区：
文献类型：
--
作者：
Dallaghan GL;Hoffman E;Lyden E;Bevil C
跨专业教育(IPE)是培养卫生保健专业人才的重要组成部分。研究仅限于探索教职员工对IPE的态度，以及他们认为参与IPE的障碍是什么。这项研究的目的是确定教师对IPE的态度，并确定参与校园范围IPE活动的障碍。当地使用的调查问卷名为内布拉斯加州跨专业教育态度量表(NIPEAS)，用于评估与跨专业协作有关的态度。问卷的末尾包括了关于感知到的障碍的问题。使用描述性统计和非参数统计对结果进行汇总和按学院进行分析。此外，还使用沉浸/结晶框架分析了开放式问题，以确定主题。结果表明，教职工对IPE的态度是积极的，不是参与IPE活动的障碍。最常见的参与障碍是日程安排冲突(=19.17，p=0.001)，缺乏部门支持(=10.09，p=0.039)，以及对活动缺乏认识(=26.38，p=0.000)。叙述性评论证实，由于其他优先事项，日程安排冲突是一个问题。那些发表评论的人还增加了障碍，包括活动的相关性、地点和以前的负面经历。由于教员的态度是积极的，探索教员对IPE的感知障碍被认为更加重要。识别这些障碍将使我们能够将我们的IPE活动从大型的校园范围的活动修改为较小的活动，这些活动本质上是纵向的，嵌入到当前的课程中，并涉及更真实的体验。
Interprofessional education (IPE) is an important component to training health care professionals. Research is limited in exploring the attitudes that faculty hold regarding IPE and what barriers they perceive to participating in IPE. The purpose of this study was to identify faculty attitudes about IPE and to identify barriers to participating in campus-wide IPE activities. A locally used questionnaire called the Nebraska Interprofessional Education Attitudes Scale (NIPEAS) was used to assess attitudes related to interprofessional collaboration. Questions regarding perceived barriers were included at the end of the questionnaire. Descriptive and non-parametric statistics were used to analyze the results in aggregate as well as by college. In addition, open-ended questions were analyzed using an immersion/crystallization framework to identify themes. The results showed that faculty had positive attitudes of IPE, indicating that is not a barrier to participating in IPE activities. Most common barriers to participation were scheduling conflicts (=19.17, p=0.001), lack of department support (=10.09, p=0.039), and lack of awareness of events (=26.38, p=0.000). Narrative comments corroborated that scheduling conflicts are an issue because of other priorities. Those who commented also added to the list of barriers, including relevance of the activities, location, and prior negative experiences. With faculty attitudes being positive, the exploration of faculty's perceived barriers to IPE was considered even more important. Identifying these barriers will allow us to modify our IPE activities from large, campus-wide events to smaller activities that are longitudinal in nature, embedded within current curriculum and involving more authentic experiences.