Interprofessional team-based care is of the utmost importance to maximize health outcomes. These mixed discipline teams work together to complement skills and support each other for patient-centered care delivery. To prepare future healthcare clinicians, effective and efficient interprofessional healthcare education is needed. Students must learn to reflect on their abilities and demonstrate confidence in their skillsets to work effectively within this type of group. Reflective ability and development of self-efficacy are the foundation for learning how to function in an interprofessional team. Faculty within undergraduate and graduate healthcare programs have been tasked with facilitating activities to teach teamwork, roles, responsibilities, communication, critical reflection, patient-centered care, and ethical practice.
The purpose of this interpretive phenomenological study was to highlight the faculty perceptions of self-efficacy as it relates to their experiences with interprofessional education (IPE). Successes and barriers were identified in the implementation of activities, facilitation of collaboration, and student growth assessment. While there was no specific consensus on the assessment measures utilized, most faculty agreed that more assessment and follow-up was imperative to improve all IPE experiences at the site university. Teaching students to evaluate their efficacy, reflect on the experience, seek opportunities, and develop their learning path is essential. These skills will prepare healthcare students to work together to build an improved, safer, inclusive health system.
","abstract_html":"<p>Interprofessional team-based care is of the utmost importance to maximize health outcomes. These mixed discipline teams work together to complement skills and support each other for patient-centered care delivery. To prepare future healthcare clinicians, effective and efficient interprofessional healthcare education is needed. Students must learn to reflect on their abilities and demonstrate confidence in their skillsets to work effectively within this type of group. Reflective ability and development of self-efficacy are the foundation for learning how to function in an interprofessional team. Faculty within undergraduate and graduate healthcare programs have been tasked with facilitating activities to teach teamwork, roles, responsibilities, communication, critical reflection, patient-centered care, and ethical practice.</p> <p>The purpose of this interpretive phenomenological study was to highlight the faculty perceptions of self-efficacy as it relates to their experiences with interprofessional education (IPE). Successes and barriers were identified in the implementation of activities, facilitation of collaboration, and student growth assessment. While there was no specific consensus on the assessment measures utilized, most faculty agreed that more assessment and follow-up was imperative to improve all IPE experiences at the site university. Teaching students to evaluate their efficacy, reflect on the experience, seek opportunities, and develop their learning path is essential. These skills will prepare healthcare students to work together to build an improved, safer, inclusive health system.</p>","abstract_has_math":false,"creators":["DeFeo, Rose M."],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Ella Benson","Brandie Shatto","Julie Booth"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-02-01T08:00:00Z","date_published":"2021-02-01T08:00:00Z","updated_at":"2026-07-24T05:21:27Z","subjects":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Higher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/345","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ella Benson","Brandie Shatto","Julie Booth"]},{"key":"dc:creator","label":"Author","values":["DeFeo, Rose M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-02-18T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Higher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/345"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Interprofessional team-based care is of the utmost importance to maximize health outcomes. These mixed discipline teams work together to complement skills and support each other for patient-centered care delivery. To prepare future healthcare clinicians, effective and efficient interprofessional healthcare education is needed. Students must learn to reflect on their abilities and demonstrate confidence in their skillsets to work effectively within this type of group. Reflective ability and development of self-efficacy are the foundation for learning how to function in an interprofessional team. Faculty within undergraduate and graduate healthcare programs have been tasked with facilitating activities to teach teamwork, roles, responsibilities, communication, critical reflection, patient-centered care, and ethical practice.
The purpose of this interpretive phenomenological study was to highlight the faculty perceptions of self-efficacy as it relates to their experiences with interprofessional education (IPE). Successes and barriers were identified in the implementation of activities, facilitation of collaboration, and student growth assessment. While there was no specific consensus on the assessment measures utilized, most faculty agreed that more assessment and follow-up was imperative to improve all IPE experiences at the site university. Teaching students to evaluate their efficacy, reflect on the experience, seek opportunities, and develop their learning path is essential. These skills will prepare healthcare students to work together to build an improved, safer, inclusive health system.
"]},{"key":"dc:title","label":"Title","values":["Faculty Perceptions Of Self Efficacy In Interprofessional Healthcare Education"]}]}],"canonical_facts":{"dc:contributor":["Ella Benson","Brandie Shatto","Julie Booth"],"dc:creator":["DeFeo, Rose M."],"dc:date.available":["2021-02-18T08:00:00Z"],"dc:description.abstract":["Interprofessional team-based care is of the utmost importance to maximize health outcomes. These mixed discipline teams work together to complement skills and support each other for patient-centered care delivery. To prepare future healthcare clinicians, effective and efficient interprofessional healthcare education is needed. Students must learn to reflect on their abilities and demonstrate confidence in their skillsets to work effectively within this type of group. Reflective ability and development of self-efficacy are the foundation for learning how to function in an interprofessional team. Faculty within undergraduate and graduate healthcare programs have been tasked with facilitating activities to teach teamwork, roles, responsibilities, communication, critical reflection, patient-centered care, and ethical practice.
The purpose of this interpretive phenomenological study was to highlight the faculty perceptions of self-efficacy as it relates to their experiences with interprofessional education (IPE). Successes and barriers were identified in the implementation of activities, facilitation of collaboration, and student growth assessment. While there was no specific consensus on the assessment measures utilized, most faculty agreed that more assessment and follow-up was imperative to improve all IPE experiences at the site university. Teaching students to evaluate their efficacy, reflect on the experience, seek opportunities, and develop their learning path is essential. These skills will prepare healthcare students to work together to build an improved, safer, inclusive health system.
"],"dc:identifier":["https://dune.une.edu/theses/345"],"dc:subject":["Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Higher Education"],"dc:title":["Faculty Perceptions Of Self Efficacy In Interprofessional Healthcare Education"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:27Z"}