Enhancing the Learning Environment of Nursing Students Through Interprofessional Collaboration

Friday, 26 July 2013: 10:55 AM

Suzanne J. Crouch, EdD, MSN, ARNP, RN-BC, CNE
Laura Fillmore, DNP, MSN, RN
Sharon L. Phelps, MSN, RN, CNE
Eme Ukot, DNP, MSN, MBA, BSN, BS, RN
Nursing, Chamberlain College of Nursing, Columbus, OH

Learning Objective 1: The learner will be able to identify opportunities for interprofessional collaboration to promote student learning outcomes.

Learning Objective 2: The learner will be able to work with healthcare educators from multiple disciplines to restructure courses that promote student learning.

Purpose: Interprofessional collaboration is supported by the AACN position statement (1999). The development of innovative collaborative teaching methods within education may enhance the learning environment of students. The purpose of this research study was to explore the impact of interprofessional collaboration on nursing students’ perceptions of the online learning environment. An innovative collaborative teaching methodology was developed using a variety of disciplines including physicians, pharmacists, chiropractic physicians, and nurses.

Methods: The faculty utilized a multidisciplinary approach to education bringing the gift of each person’s expertise to the learning environment while studying pathophysiology. 500 student evaluations were completed upon completion of the pathophysiology course.  An integrative methodology using a quantitative descriptive and an experimental correlational design formed the basis for the quantitative aspect of this study. Qualitative analysis revealed major themes identifying enhanced satisfaction among students following the institution of interprofessional collaboration.

Results: Findings which view the learning environment through the lens of students’ eyes have many implications including enhanced collaboration among healthcare professionals, and increased student and faculty satisfaction with the teaching learning experience. Results may impact the curriculum by identifying a multidisciplinary approach to nursing education as an important resource.

Conclusion: If we believe that students have a right to be active participants in their educational experiences, then we must give voice to their values, choices, concerns and requests. A collaborative teaching paradigm is only one way to ensure that students’ voices are heard and acted upon but was found to be an effective tool.