Nursing Faculty's Needs of Knowledge, Beliefs, and Readiness to Implement Interprofessional Education in their Teaching: An Exploratory Study
Notice bibliographique
Résumé
The drive towards interprofessional health education in nursing cannot be isolated from political and financial factors that affect Western countries and the demands for knowledge and skills required to face the health challenges of the 21st century. Complex social determinants of health relating to demographic aging, health inequities, higher prevalence of non-communicable illnesses, and the rise of health care costs constitute the forces that push for the delivery of interprofessional health education. Despite the growing literature on interprofessional education in nursing and health sciences, less attention has been devoted to studying the needs of faculty development needs of nurse educators. This study addresses this gap in knowledge regarding nursing faculty development perspective. The objectives of the study were to explore and understand nursing faculty members’ perceptions of knowledge, beliefs, barriers and needs related to interprofessional education. A descriptive exploratory quantitative design was used to study a sample of 53 faculty members at a Canadian institution of higher nursing education. With ethics approval, an online survey was administered to a sample of convenience across five geographical sites. The survey was conducted from August to September 2013 with a recall two weeks after sending the online invitation. Issues of anonymity and confidentiality were addressed. Twenty faculty members out of 53 participated in the survey for a response rate of 35%. The survey was composed of 68 items derived from validated and reliable instruments such as the National Competency Framework and the Interdisciplinary Education Perception Scale (IEPS). Descriptive and non-parametric statistical analyses were used to explore correlations between age, years of practice, the level of education, years of teaching, and knowledge and readiness for interprofessional health education. Results indicate participants’ willingness of implement interprofessional education within teaching activities, yet issues like time constraints, workload, lack of time, lack of knowledge and skills, and low self- esteem and confidence influence nurse educators’ readiness. Also, institutional support is the main factor to support the application of interprofessional health education activities. Despite the limitations related to the sample size, findings show that addressing faculty`s lack of knowledge and skills represent the steps to implement interprofessional education in higher education and health professionals programs. A successful and sustainable implementation of interprofessional education requires nurse administrators and educators to address the lack of knowledge and skills and support faculty members through evidence-based faculty development programs.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,002 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».