Attitudes toward interprofessional education improve over time

Research output: Contribution to journalArticle

Abstract

Background: For health care providers to fully contribute to interprofessional teams, training should be embedded within health care education curriculum. Yet barriers may hinder successful interprofessional education. Purpose: Determine if learner attitudes toward IPE change over time and with clinical experience. Method: Nebraska Interprofessional Attitudes Scale (NIPEAS) administered prior to student orientation IPE (baseline) and after year 2 IPE events. Repeated-measures analysis of variance (ANOVA) was used to assess change over time for the sample, and mixed method ANOVA to determine if change differed by college. Results: 175 students (five colleges) completed baseline and follow-up surveys. Aggregate NIPEAS scores were significantly higher on follow-up (p < 0.001). Repeated measures t-tests examining change by college revealed that scores increased significantly in Colleges of Medicine (p < 0.001), Allied Health (p = 0.04), and Pharmacy (p = 0.005). Discussion/Conclusions: Results indicated improved attitudes about IPE differing from previous studies; perhaps the result of NIPEAS design for use in longitudinal studies.

Original languageEnglish (US)
Pages (from-to)24-26
Number of pages3
JournalJournal of Interprofessional Education and Practice
Volume13
DOIs
StatePublished - Dec 2018

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attitude scale
analysis of variance
education
health care
education curriculum
longitudinal study
student
medicine
time
event
health
experience

ASJC Scopus subject areas

  • Education

Cite this

@article{fb3d89a7884d44c4881dade859961957,
title = "Attitudes toward interprofessional education improve over time",
abstract = "Background: For health care providers to fully contribute to interprofessional teams, training should be embedded within health care education curriculum. Yet barriers may hinder successful interprofessional education. Purpose: Determine if learner attitudes toward IPE change over time and with clinical experience. Method: Nebraska Interprofessional Attitudes Scale (NIPEAS) administered prior to student orientation IPE (baseline) and after year 2 IPE events. Repeated-measures analysis of variance (ANOVA) was used to assess change over time for the sample, and mixed method ANOVA to determine if change differed by college. Results: 175 students (five colleges) completed baseline and follow-up surveys. Aggregate NIPEAS scores were significantly higher on follow-up (p < 0.001). Repeated measures t-tests examining change by college revealed that scores increased significantly in Colleges of Medicine (p < 0.001), Allied Health (p = 0.04), and Pharmacy (p = 0.005). Discussion/Conclusions: Results indicated improved attitudes about IPE differing from previous studies; perhaps the result of NIPEAS design for use in longitudinal studies.",
author = "{Beck Dallaghan}, {Gary L.} and Hultquist, {Teresa L} and Nickol, {Devin R} and Collier, {Dean S} and Geske, {Jenenne A}",
year = "2018",
month = "12",
doi = "10.1016/j.xjep.2018.08.007",
language = "English (US)",
volume = "13",
pages = "24--26",
journal = "Journal of Interprofessional Education and Practice",
issn = "2405-4526",
publisher = "Elsevier Inc.",

}

TY - JOUR

T1 - Attitudes toward interprofessional education improve over time

AU - Beck Dallaghan, Gary L.

AU - Hultquist, Teresa L

AU - Nickol, Devin R

AU - Collier, Dean S

AU - Geske, Jenenne A

PY - 2018/12

Y1 - 2018/12

N2 - Background: For health care providers to fully contribute to interprofessional teams, training should be embedded within health care education curriculum. Yet barriers may hinder successful interprofessional education. Purpose: Determine if learner attitudes toward IPE change over time and with clinical experience. Method: Nebraska Interprofessional Attitudes Scale (NIPEAS) administered prior to student orientation IPE (baseline) and after year 2 IPE events. Repeated-measures analysis of variance (ANOVA) was used to assess change over time for the sample, and mixed method ANOVA to determine if change differed by college. Results: 175 students (five colleges) completed baseline and follow-up surveys. Aggregate NIPEAS scores were significantly higher on follow-up (p < 0.001). Repeated measures t-tests examining change by college revealed that scores increased significantly in Colleges of Medicine (p < 0.001), Allied Health (p = 0.04), and Pharmacy (p = 0.005). Discussion/Conclusions: Results indicated improved attitudes about IPE differing from previous studies; perhaps the result of NIPEAS design for use in longitudinal studies.

AB - Background: For health care providers to fully contribute to interprofessional teams, training should be embedded within health care education curriculum. Yet barriers may hinder successful interprofessional education. Purpose: Determine if learner attitudes toward IPE change over time and with clinical experience. Method: Nebraska Interprofessional Attitudes Scale (NIPEAS) administered prior to student orientation IPE (baseline) and after year 2 IPE events. Repeated-measures analysis of variance (ANOVA) was used to assess change over time for the sample, and mixed method ANOVA to determine if change differed by college. Results: 175 students (five colleges) completed baseline and follow-up surveys. Aggregate NIPEAS scores were significantly higher on follow-up (p < 0.001). Repeated measures t-tests examining change by college revealed that scores increased significantly in Colleges of Medicine (p < 0.001), Allied Health (p = 0.04), and Pharmacy (p = 0.005). Discussion/Conclusions: Results indicated improved attitudes about IPE differing from previous studies; perhaps the result of NIPEAS design for use in longitudinal studies.

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U2 - 10.1016/j.xjep.2018.08.007

DO - 10.1016/j.xjep.2018.08.007

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