Date of Award

2-2021

Rights

© 2021 Rose M. DeFeo

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Ella Benson

Second Advisor

Brandie Shatto

Third Advisor

Julie Booth

Abstract

Interprofessional team-based care is of the utmost importance to maximize health outcomes. These mixed discipline teams work together to complement skills and support each other for patient-centered care delivery. To prepare future healthcare clinicians, effective and efficient interprofessional healthcare education is needed. Students must learn to reflect on their abilities and demonstrate confidence in their skillsets to work effectively within this type of group. Reflective ability and development of self-efficacy are the foundation for learning how to function in an interprofessional team. Faculty within undergraduate and graduate healthcare programs have been tasked with facilitating activities to teach teamwork, roles, responsibilities, communication, critical reflection, patient-centered care, and ethical practice.

The purpose of this interpretive phenomenological study was to highlight the faculty perceptions of self-efficacy as it relates to their experiences with interprofessional education (IPE). Successes and barriers were identified in the implementation of activities, facilitation of collaboration, and student growth assessment. While there was no specific consensus on the assessment measures utilized, most faculty agreed that more assessment and follow-up was imperative to improve all IPE experiences at the site university. Teaching students to evaluate their efficacy, reflect on the experience, seek opportunities, and develop their learning path is essential. These skills will prepare healthcare students to work together to build an improved, safer, inclusive health system.

Comments

Ed.D. Dissertation

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