Abstract

Interprofessional education (IPE) is essential to graduate collaboration-ready healthcare professionals. Faculty have limited experience and expertise in facilitating IPE, slowing adoption of this strategy. This article informs the dialogue about faculty development for IPE in academic settings. Through a realist synthesis, the key mechanisms that underpin IPE faculty development and the contextual influences are explained.

Description

A peer-reviewed, final, as-published version of this manuscript may be found in the Journal of Interprofessional Care (http://dx.doi.org/10.1080/13561820.2016.1209466).

Author Details

Katherine Dolan Watkins, DNP, RN, CPNP, CNE

Sigma Membership

Unknown

Lead Author Affiliation

Northern Arizona University, Flagstaff, Arizona, USA

Type

DNP Capstone Project

Format Type

Text-based Document

Study Design/Type

Literature Review

Research Approach

Other

Keywords:

Interprofessional Relations, Professional Education, Faculty Development, Healthcare Education, Realist Synthesis

Advisor

Doshier, Sally

Second Advisor

Nogueras, Debra J.

Degree

DNP

Degree Grantor

Northern Arizona University

Degree Year

2015

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

Faculty Approved: Degree-based Submission

Acquisition

Self-submission

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