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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Healthcare faculty attitudes, subjective norms, and intent to participate in interprofessional education./
作者:	Highland, Trisha L.
面頁冊數:	1 online resource (171 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
標題:	Health education. -
電子資源:	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.
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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.
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