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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...

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Autores principales: Olenick, Maria, Flowers, Monica, Muñecas, Teresa, Maltseva, Tatayana
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2019
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.
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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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