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Positive and Negative Factors That Influence Health Care Faculty Intent to Engage in Interprofessional Education (IPE)
Background: This study explored the positive and negative factors that influence interprofessional education (IPE) implementation in health care education programs across the United States. Methods: The study sample consisted of 439 (response rate 8.4%) health care faculties from seven health care p...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6473740/ https://www.ncbi.nlm.nih.gov/pubmed/30781453 http://dx.doi.org/10.3390/healthcare7010029 |
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author | Olenick, Maria Flowers, Monica Muñecas, Teresa Maltseva, Tatayana |
author_facet | Olenick, Maria Flowers, Monica Muñecas, Teresa Maltseva, Tatayana |
author_sort | Olenick, Maria |
collection | PubMed |
description | Background: This study explored the positive and negative factors that influence interprofessional education (IPE) implementation in health care education programs across the United States. Methods: The study sample consisted of 439 (response rate 8.4%) health care faculties from seven health care professions (nursing, medicine, pharmacy, physical therapy, occupational therapy, physician assistant, and social work) who were asked what the positive and negative factors are that influence their decisions to engage in IPE. Results: Three positive categories and two negative categories concerning factors that influence health care faculty (HCF) intent to engage in IPE emerged. The three major categories of positive factors emerged as patient care, which was mentioned by 196 subjects or 54% of the sample, student learning, which was mentioned by 157 subjects or 43% of the sample, and health care teams, which was mentioned by 88 subjects or 24% of the sample. The two major categories of negative factors emerged as scheduling and coordination, which was mentioned by 230 subjects or 63% of the sample, and discipline culture which was mentioned by 103 subjects or 28% of the sample. Conclusion: This study contributes to the body of knowledge concerning the factors that influence effective IPE implementation. Discussion is provided regarding the positive and negative categories that emerged and how they influence effective IPE delivery. |
format | Online Article Text |
id | pubmed-6473740 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-64737402019-05-02 Positive and Negative Factors That Influence Health Care Faculty Intent to Engage in Interprofessional Education (IPE) Olenick, Maria Flowers, Monica Muñecas, Teresa Maltseva, Tatayana Healthcare (Basel) Article Background: This study explored the positive and negative factors that influence interprofessional education (IPE) implementation in health care education programs across the United States. Methods: The study sample consisted of 439 (response rate 8.4%) health care faculties from seven health care professions (nursing, medicine, pharmacy, physical therapy, occupational therapy, physician assistant, and social work) who were asked what the positive and negative factors are that influence their decisions to engage in IPE. Results: Three positive categories and two negative categories concerning factors that influence health care faculty (HCF) intent to engage in IPE emerged. The three major categories of positive factors emerged as patient care, which was mentioned by 196 subjects or 54% of the sample, student learning, which was mentioned by 157 subjects or 43% of the sample, and health care teams, which was mentioned by 88 subjects or 24% of the sample. The two major categories of negative factors emerged as scheduling and coordination, which was mentioned by 230 subjects or 63% of the sample, and discipline culture which was mentioned by 103 subjects or 28% of the sample. Conclusion: This study contributes to the body of knowledge concerning the factors that influence effective IPE implementation. Discussion is provided regarding the positive and negative categories that emerged and how they influence effective IPE delivery. MDPI 2019-02-16 /pmc/articles/PMC6473740/ /pubmed/30781453 http://dx.doi.org/10.3390/healthcare7010029 Text en © 2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Olenick, Maria Flowers, Monica Muñecas, Teresa Maltseva, Tatayana Positive and Negative Factors That Influence Health Care Faculty Intent to Engage in Interprofessional Education (IPE) |
title | Positive and Negative Factors That Influence Health Care Faculty Intent to Engage in Interprofessional Education (IPE) |
title_full | Positive and Negative Factors That Influence Health Care Faculty Intent to Engage in Interprofessional Education (IPE) |
title_fullStr | Positive and Negative Factors That Influence Health Care Faculty Intent to Engage in Interprofessional Education (IPE) |
title_full_unstemmed | Positive and Negative Factors That Influence Health Care Faculty Intent to Engage in Interprofessional Education (IPE) |
title_short | Positive and Negative Factors That Influence Health Care Faculty Intent to Engage in Interprofessional Education (IPE) |
title_sort | positive and negative factors that influence health care faculty intent to engage in interprofessional education (ipe) |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6473740/ https://www.ncbi.nlm.nih.gov/pubmed/30781453 http://dx.doi.org/10.3390/healthcare7010029 |
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