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Recovery-Based Interprofessional Distance Education (RIDE): Graduate Student Responses

Recovery-Based Interprofessional Distance Education (RIDE): Graduate Student Responses Graduate student attitudes (n = 28) were assessed before and after participation in interprofessional practitioner education (IPE). Twenty-eight graduate students participated (14 mental health nursing, 6 pharmacy, 4 nutrition, 4 exercise physiology); most had at least some health care experience. Posttest scores indicated gains on a majority of constructs measured. These results suggest that online-blended IPE content yields gains in team skills and attitudes. This study adds to a very small body of literature on IPE in graduate programs. More research is needed in examining online versus face-to-face delivery. KEY WORDS Interprofessional Graduate Education – Team-Based Care – Graduate Nursing Education nterprofessional practitioner education (IPE) has documented pos- 2015; Sweigart et al., 2016; Thibault, 2012), but formalized IPE itive results for both safety and quality of care. Educating students is still uncommon in graduate programs. I from different professions separately provides no opportunity to Only two publications have addressed graduate-level IPE pro- hone the skills necessary for practice in team-based care settings grams. Hanyok, Walton-Moss, Tanner, Stewart, and Becker (2013) (Irby, 2012). Therefore, a number of new models of IPE have been reported on a graduate-level IPE program for an unspecified number advanced. of family nurse practitioner students, adult http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Nursing Education Perspectives Wolters Kluwer Health

Recovery-Based Interprofessional Distance Education (RIDE): Graduate Student Responses

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References (16)

Publisher
Wolters Kluwer Health
ISSN
1536-5026
eISSN
1943-4685
DOI
10.1097/01.NEP.0000000000000137
Publisher site
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Abstract

Graduate student attitudes (n = 28) were assessed before and after participation in interprofessional practitioner education (IPE). Twenty-eight graduate students participated (14 mental health nursing, 6 pharmacy, 4 nutrition, 4 exercise physiology); most had at least some health care experience. Posttest scores indicated gains on a majority of constructs measured. These results suggest that online-blended IPE content yields gains in team skills and attitudes. This study adds to a very small body of literature on IPE in graduate programs. More research is needed in examining online versus face-to-face delivery. KEY WORDS Interprofessional Graduate Education – Team-Based Care – Graduate Nursing Education nterprofessional practitioner education (IPE) has documented pos- 2015; Sweigart et al., 2016; Thibault, 2012), but formalized IPE itive results for both safety and quality of care. Educating students is still uncommon in graduate programs. I from different professions separately provides no opportunity to Only two publications have addressed graduate-level IPE pro- hone the skills necessary for practice in team-based care settings grams. Hanyok, Walton-Moss, Tanner, Stewart, and Becker (2013) (Irby, 2012). Therefore, a number of new models of IPE have been reported on a graduate-level IPE program for an unspecified number advanced. of family nurse practitioner students, adult

Journal

Nursing Education Perspectives – Wolters Kluwer Health

Published: Dec 1, 2017

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