Date
5-2020
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
D.J. Mattson
Keywords
Sim-IPE, Faculty Attitudes, Health Profession Education, Interprofessional Education, Simulation, Higher Education
Disciplines
Education
Recommended Citation
Ashe, Shannon, "Attitudes of Health Profession Faculty Involved in a Simulation-Based Interprofessional Education Experience" (2020). Doctoral Dissertations and Projects. 2443.
https://digitalcommons.liberty.edu/doctoral/2443
Abstract
Interprofessional education and collaborative practice are the current standards of the global healthcare field. In order to better understand the barriers to completing simulation-based interprofessional education (Sim-IPE), faculty attitudes and perceptions need to be identified and addressed. In the current study, the researcher sought to identify the attitudes of health profession faculty at a private university within a college of health sciences that includes over 20 academic programs, exclusive of medicine, in relation to a planned large-scale Sim-IPE in the acute care setting. Utilizing both a correlational and repeated measures approach, the researcher explored a previously planned interprofessional experience that allowed pretest and posttest measurements to be collected. The researcher surveyed faculty before and after the encounter utilizing the Attitudes towards Interprofessional Education (AIPE) and the Attitudes Towards Health Care Teams (ATHCT) scales. Archival data revealed 22 matched pairs of responses for analysis. Correlational analysis of post-test scale scores to years of experience was not significant. Paired t-test analysis of pre- and post-event measurement for each scale were not significant. Initial pre-event scores were largely positive, to the high end of the available scale. A ceiling effect created a monotonous sample that showed faculty, on the whole, greatly value interprofessional education and teamwork-based practice. Future studies should explore potential variation in faculty barriers to implementation that continue to exist after involvement in an event, as well as consideration of other scales to identify faculty attitudes in relation to involvement in a large-scale simulation-based interprofessional education event.
