Attitudes of Nurse Educators Toward Interprofessional Communication and Collaborative Educational Experiences

Purpose:

The purpose of this presentation is to disseminate doctoral dissertation findings from a quasi-experimental study investigating the attitudes of nurse educators regarding the importance of interprofessional education with emphasis on communication and collaborative experiences in nursing education that can be applied to the clinical practice settings.

Methods:

• Research Design
  • Quantitative quasi-experimental
• Population of Interest
  • Nurse educators attending conference
  • Sample – nurse educators attending educational presentation
• Data Collection
  • Surveys were copied on different color paper
  • Hand delivered
  • Pre-surveys
  • Post-surveys
  • For a power of 90% at a 0.05 level of significance it was determined that minimum of 39 participants, Meet with N=40.

Embracing the IPEC 4 core competencies as a solution for collaborative care.

1. Domain 1-Values/Ethics for Interprofessional Practice
2. Domain 2-Roles/Responsibilities
3. Domain 3-Interprofessional Communication
4. Domain 4-Teams and Teamwork

 

—Instrumentation

The Readiness for Interprofessional Learning Scale (RIPLS)

¡4 Subscales

÷SS1: Teamwork 7 Co-operation (Items 1 – 9),

÷SS2: Negative Professional Identity (Items 10 – 12),

÷SS3: Positive Professional Identity (Items 13 – 16),

÷SS4: Roles and Responsibilities (Items 17 – 19). 

—Data Analysis

Descriptive

Paired t-test

The paired t-test allowed a comparison of the means of the two correlated (or paired) groups.

Skewness

Kurtosis

The Shapiro-Wilk test

Results:  

—Research Question 1: To what extent do attitudes of nurse educators toward interprofessional educational experiences change following participation in the conference? 

SS1: Teamwork 7 Co-operation (Items 1 – 9)	SS2: Negative Professional Identity (Items 10 – 12)	SS3: Positive Professional Identity (Items 13 – 16)	SS4: Roles and Responsibilities (Items 17 – 19)
p = 0.0099	p = 0.8590	p = 0.0045	p = 0.2655
was enough	not enough	was enough	not enough

—Research Question 2: To what extent do attitudes of nurse educators toward teaching communication skills within an interprofessional environment change following participation in the conference? —RIPLS question 5: Communication skills should be learned with other health care students. 

—Analysis indicated there was enough evidence to claim a statistically significant difference (p = 0.0311) between the pretest and posttest responses in attitudes of nurse educators toward teaching communication skills within an interprofessional environment, in terms of question 5. 

—Research Question 3: To what extend do attitudes of nurse educators’ toward teaching teamwork skills within an interprofessional environment change following participation in the conference? —RIPLS question 8: Team-working skills are essential for all health care students to learn. 

—There was not enough evidence to claim that there was a statistically significant difference    (p = 0.2532)  between the pretest and posttest responses in attitudes of nurse educators toward teaching skills skills within an interprofessional environment, in terms of Q8.

SS1: Teamwork 7 Co-operation (Items 1 – 9)	SS2: Negative Professional Identity (Items 10 – 12)	SS3: Positive Professional Identity (Items 13 – 16)	SS4: Roles and Responsibilities (Items 17 – 19)
p = 0.4815	p = 0.7318	p = 0.2091	p = 0.0401
not enough	not enough	not enough	was enough

—Research Question 5: Are there significant differences in changes in attitudes related to IPE among nurse educators who are engaged in clinical teaching and nurse educators who are not engaged in clinical teaching? 

SS1: Teamwork 7 Co-operation (Items 1 – 9)	SS2: Negative Professional Identity (Items 10 – 12)	SS3: Positive Professional Identity (Items 13 – 16)	SS4: Roles and Responsibilities (Items 17 – 19)
p = 0.9241	p = 0.6182	p = 0.3329	p = 0.2728
not enough	not enough	not enough	not enough

Conclusion:

• —Highlights a gap in the literature
• Attitudes of nurse educators regarding communication and teamwork
• —Need for faculty education
• There remains nurse educators that have not practiced in an IPE setting nor taught IPE concepts
• —Overall positive attitudes
• Positive change in attitudes in communication 

Recommendations for the Future:

Research

• Repeat study with larger number of participants
• Include how those implementing IPE overcome barriers
• Longitudinal studies to determine impact on practice

Practice

• Clinical strategies for both faculty teaching and student experiences
• Implementation of IPEC core competences

Education

• IPE faculty development and teaching strategies on multiple levels
• Changes in curriculum

See more of: Enhancing Communication Skills in the Health Care Environment
See more of: Research Sessions: Oral Paper & Posters