Faculty Perceptions Of Self Efficacy In Interprofessional Healthcare Education

<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>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2021

Author dc:creator

• DeFeo, Rose M.

Contributors dc:contributor

• Ella Benson
• Brandie Shatto
• Julie Booth

• Educational Assessment, Evaluation, and Research
• Educational Leadership
• Educational Methods
• Higher Education

Repository record dc:identifier

https://dune.une.edu/theses/345

OAI identifier oai:identifier

oai:dune.une.edu:theses-1344