國立虎尾科技大學 |

Healthcare faculty attitudes, subjective norms, and intent to participate in interprofessional education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Healthcare faculty attitudes, subjective norms, and intent to participate in interprofessional education./
Author:	Highland, Trisha L.
Description:	1 online resource (171 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
Subject:	Health education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369653175

Healthcare faculty attitudes, subjective norms, and intent to participate in interprofessional education.
Highland, Trisha L.

Healthcare faculty attitudes, subjective norms, and intent to participate in interprofessional education. - 1 online resource (171 pages)

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (N.P.)--University of Phoenix, 2017.

Includes bibliographical references

The problem identified in this study was the barrier to interprofessional education related to the attitudes of healthcare faculty toward interprofessional education and collaboration, due to academic elitism. International and national healthcare professionals, educators, and policy makers support interprofessional education as a possible means to advance service delivery and collaboration. Individuals from diverse disciplines who learn together will work better together; by doing so, they will enhance the level of care and the delivery of service. The purpose of this descriptive comparative study was to (a) explore the attitudes of healthcare faculty toward interprofessional education; (b) examine the intent of healthcare faculty to participate in interprofessional education within the subsequent five years; (c) and determine the differences between healthcare program faculty regarding attitudes, subjective norms, and the intent to participate in interprofessional education among 136 healthcare faculty comprising the Des Moines Interprofessional Education Collaborative. Demographic data and data gathered through the use of the Interprofessional Education Assessment Tool were analyzed using descriptive statistics and one-way ANOVAs demonstrating positive attitudes and intentions to participate among all healthcare faculty. The findings of this study are significant as it provides nurse educators with a mindfulness of other healthcare faculty attitudes toward interprofessional education and the perceived influences that facilitate or hinder participation in interprofessional education. Knowledge of these attitudes and influences can help guide nurse educators in stressing the positive value of interprofessional education and overcoming the negative barriers to interprofessional education implementation by healthcare faculty.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369653175Subjects--Topical Terms:

585977
Health education.
Index Terms--Genre/Form:

554714
Electronic books.

Healthcare faculty attitudes, subjective norms, and intent to participate in interprofessional education.
LDR:03132ntm a2200349Ki 4500 001 919900
005 20181130083352.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9781369653175
035 $a (MiAaPQ)AAI10259971
035 $a (MiAaPQ)phoenix:10431
035 $a AAI10259971
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Highland, Trisha L. $3 1194564
245 1 0 $a Healthcare faculty attitudes, subjective norms, and intent to participate in interprofessional education.
264 0 $c 2017
300 $a 1 online resource (171 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500 $a Adviser: Robin McAtee.
502 $a Thesis (N.P.)--University of Phoenix, 2017.
504 $a Includes bibliographical references
520 $a The problem identified in this study was the barrier to interprofessional education related to the attitudes of healthcare faculty toward interprofessional education and collaboration, due to academic elitism. International and national healthcare professionals, educators, and policy makers support interprofessional education as a possible means to advance service delivery and collaboration. Individuals from diverse disciplines who learn together will work better together; by doing so, they will enhance the level of care and the delivery of service. The purpose of this descriptive comparative study was to (a) explore the attitudes of healthcare faculty toward interprofessional education; (b) examine the intent of healthcare faculty to participate in interprofessional education within the subsequent five years; (c) and determine the differences between healthcare program faculty regarding attitudes, subjective norms, and the intent to participate in interprofessional education among 136 healthcare faculty comprising the Des Moines Interprofessional Education Collaborative. Demographic data and data gathered through the use of the Interprofessional Education Assessment Tool were analyzed using descriptive statistics and one-way ANOVAs demonstrating positive attitudes and intentions to participate among all healthcare faculty. The findings of this study are significant as it provides nurse educators with a mindfulness of other healthcare faculty attitudes toward interprofessional education and the perceived influences that facilitate or hinder participation in interprofessional education. Knowledge of these attitudes and influences can help guide nurse educators in stressing the positive value of interprofessional education and overcoming the negative barriers to interprofessional education implementation by healthcare faculty.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Health education. $3 585977
650 4 $a Nursing. $3 563081
650 4 $a Health sciences. $3 1179212
655 7 $a Electronic books. $2 local $3 554714
690 $a 0680
690 $a 0569
690 $a 0566
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Phoenix. $b School of Advanced Studies. $3 1179324
773 0 $t Dissertation Abstracts International $g 78-08A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10259971 $z click for full text (PQDT)