Inspiring a Shared Vision for Interprofessional Education

Background: Leaders in health care quality and safety recommend adoption of collaborative practice models to improve health outcomes and development of a workforce skilled in Interprofessional collaboration. Interprofessional education (IPE) for collaboration occurs when students from two or more professions learn about, from and with each other to improve health outcomes. Effective integration of IPE into curricula depends upon leadership with focused resolve to impact attitudes toward collaboration and a willingness to revise and/or develop curricula to support IPE. For the most part, nursing and allied health faculty received their education and practiced in traditional fragmented health care models and may lack an awareness of the need for or the skills to integrate IPE into existing curricula. A necessary first step toward development of curricula with integrated IPE is assessment of faculty attitudes, knowledge and existing practices. The focus of this project was to foster progression of individual leadership practices and expansion of scope of influence through team project leadership in an academic setting.

Purpose: The purpose of this presentation is to describe scholar leadership development and scope of influence in team projects to advance nursing education. An assessment of faculty knowledge, attitudes and practices in Interprofessional education (IPE) was conducted.

Methods: The Sigma Theta Tau International Nurse Faculty Leadership Academy provided support and mentorship for the scholar’s individual leadership development demonstrated by team projects to advance nursing education in the area of Interprofessional education (IPE). A multidisciplinary team consisting of faculty representing public health, health administration, occupational sciences, sport and physical education sciences and dietary sciences was recruited to develop a consensus statement for IPE and conduct a faculty assessment of knowledge and attitudes toward and practices in IPE.

Results: Key findings from the assessment of IPE knowledge attitudes and practices (N=77, 61%) were that faculty were familiar with IPE (87%), felt it should be prioritized (80%) and that faculty participation should be encouraged (87%). But confidence in IPE skills was low (42%). Faculty were also concerned that it would increase workload (50%) and (45%) did not perceive support for IPE by administration.

Conclusions: Faculty highly value IPE and believe it should be a curriculum priority but need administrative support to develop IPE skills and integrate content. The scholar transitioned mid-academy to another university setting where new Master’s program curricula in nursing administration and education are being developed. As a result of growth in leadership skills and confidence provided through the NFLA experience, the scholar now has the opportunity to lead curriculum development in a new setting.