Other Titles
Enhancing Communication Skills in the Health Care Environment
Abstract
Session presented on Sunday, July 26, 2015: Purpose: The purpose of this presentation is to disseminate doctoral dissertation findings from a quasi-experimental study investigating the attitudes of nurse educators regarding the importance of interprofessional education with emphasis on communication and collaborative experiences in nursing education that can be applied to the clinical practice settings. Methods: Research Design Quantitative quasi-experimental Population of Interest Nurse educators attending conference. Sample: Nurse educators attending educational presentation. Data Collection Surveys were copied on different color paper. Hand delivered Pre-surveys. Post-surveys. For a power of 90% at a 0.05 level of significance it was determined that minimum of 39 participants, Meet with N=40. Embracing the IPEC 4 core competencies as a solution for collaborative care. Domain 1-Values/Ethics for Interprofessional PracticeDomain 2-Roles/Responsibilities Domain 3-Interprofessional Communication Domain 4-Teams and Teamwork. Instrumentation The Readiness for Interprofessional learning Scale (RIPLS) 4 Subscales: SS1: Teamwork 7 Co-operation (Items 1 - 9), SS2: Negative Professional Identity (Items 10 - 12), SS3: Positive Professional Identity (Items 13 - 16), SS4: Roles and Responsibilities (Items 17 - 19). Data Analysis Descriptive Paired t-test The paired t-test allowed a comparison of the means of the two correlated (or paired) groups. Skewness Kurtosis The Shapiro-Wilk test Results: Research Question 1: To what extent do attitudes of nurse educators toward interprofessional educational experiences change following participation in the conference SS1: Teamwork 7 Co-operation (Items 1 - 9) SS2: Negative Professional Identity (Items 10 - 12) SS3: Positive Professional Identity (Items 13 - 16) SS4: Roles and Responsibilities (Items 17 - 19) p = 0.0099 p = 0.8590 p = 0.0045 p = 0.2655 was enough not enough was enough not enough Research Question 2: To what extent do attitudes of nurse educators toward teaching communication skills within an interprofessional environment change following participation in the conference? RIPLS question 5: Communication skills should be learned with other health care students. Analysis indicated there was enough evidence to claim a statistically significant difference (p = 0.0311) between the pretest and posttest responses in attitudes of nurse educators toward teaching communication skills within an interprofessional environment, in terms of question 5. Research Question 3: To what extend do attitudes of nurse educators' toward teaching teamwork skills within an interprofessional environment change following participation in the conference? RIPLS question 8: Team-working skills are essential for all health care students to learn. There was not enough evidence to claim that there was a statistically significant difference (p = 0.2532) between the pretest and posttest responses in attitudes of nurse educators toward teaching skills skills within an interprofessional environment, in terms of Q8. SS1: Teamwork 7 Co-operation (Items 1 - 9) SS2: Negative Professional Identity (Items 10 - 12) SS3: Positive Professional Identity (Items 13 - 16) SS4: Roles and Responsibilities (Items 17 - 19) p = 0.4815 p = 0.7318 p = 0.2091 p = 0.0401 not enough not enough not enough was enough Research Question 5: Are there significant differences in changes in attitudes related to IPE among nurse educators who are engaged in clinical teaching and nurse educators who are not engaged in clinical teaching? SS1: Teamwork 7 Co-operation (Items 1 - 9) SS2: Negative Professional Identity (Items 10 - 12) SS3: Positive Professional Identity (Items 13 - 16) SS4: Roles and Responsibilities (Items 17 - 19) p = 0.6182 p = 0.3329 p = 0.2728 not enough not enough not enough not enough Conclusion: Highlights a gap in the literature. Attitudes of nurse educators regarding communication and teamwork. Need for faculty education. There remains nurse educators that have not practiced in an IPE setting nor taught IPE concepts. Overall positive attitudes. Positive change in attitudes in communication. Recommendations for the Future: Research Repeat study with larger number of participants. Include how those implementing IPE overcome barriers. Longitudinal studies to determine impact on practice. Practice Clinical strategies for both faculty teaching and student experiences Implementation of IPEC core competences. Education IPE faculty development and teaching strategies on multiple levels. Changes in curriculum.
Sigma Membership
Non-member
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Interprofessional Collaborative Care, Value Based Care, Evidence-based Practice
Recommended Citation
Ellison, Deborah and Farrar, Francisca J., "Attitudes of Nurse Educators Toward Interprofessional Communication and Collaborative Educational Experiences" (2016). INRC (Congress). 126.
https://www.sigmarepository.org/inrc/2015/presentations_2015/126
Conference Name
26th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
San Juan, Puerto Rico
Conference Year
2015
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Attitudes of Nurse Educators Toward Interprofessional Communication and Collaborative Educational Experiences
San Juan, Puerto Rico
Session presented on Sunday, July 26, 2015: Purpose: The purpose of this presentation is to disseminate doctoral dissertation findings from a quasi-experimental study investigating the attitudes of nurse educators regarding the importance of interprofessional education with emphasis on communication and collaborative experiences in nursing education that can be applied to the clinical practice settings. Methods: Research Design Quantitative quasi-experimental Population of Interest Nurse educators attending conference. Sample: Nurse educators attending educational presentation. Data Collection Surveys were copied on different color paper. Hand delivered Pre-surveys. Post-surveys. For a power of 90% at a 0.05 level of significance it was determined that minimum of 39 participants, Meet with N=40. Embracing the IPEC 4 core competencies as a solution for collaborative care. Domain 1-Values/Ethics for Interprofessional PracticeDomain 2-Roles/Responsibilities Domain 3-Interprofessional Communication Domain 4-Teams and Teamwork. Instrumentation The Readiness for Interprofessional learning Scale (RIPLS) 4 Subscales: SS1: Teamwork 7 Co-operation (Items 1 - 9), SS2: Negative Professional Identity (Items 10 - 12), SS3: Positive Professional Identity (Items 13 - 16), SS4: Roles and Responsibilities (Items 17 - 19). Data Analysis Descriptive Paired t-test The paired t-test allowed a comparison of the means of the two correlated (or paired) groups. Skewness Kurtosis The Shapiro-Wilk test Results: Research Question 1: To what extent do attitudes of nurse educators toward interprofessional educational experiences change following participation in the conference SS1: Teamwork 7 Co-operation (Items 1 - 9) SS2: Negative Professional Identity (Items 10 - 12) SS3: Positive Professional Identity (Items 13 - 16) SS4: Roles and Responsibilities (Items 17 - 19) p = 0.0099 p = 0.8590 p = 0.0045 p = 0.2655 was enough not enough was enough not enough Research Question 2: To what extent do attitudes of nurse educators toward teaching communication skills within an interprofessional environment change following participation in the conference? RIPLS question 5: Communication skills should be learned with other health care students. Analysis indicated there was enough evidence to claim a statistically significant difference (p = 0.0311) between the pretest and posttest responses in attitudes of nurse educators toward teaching communication skills within an interprofessional environment, in terms of question 5. Research Question 3: To what extend do attitudes of nurse educators' toward teaching teamwork skills within an interprofessional environment change following participation in the conference? RIPLS question 8: Team-working skills are essential for all health care students to learn. There was not enough evidence to claim that there was a statistically significant difference (p = 0.2532) between the pretest and posttest responses in attitudes of nurse educators toward teaching skills skills within an interprofessional environment, in terms of Q8. SS1: Teamwork 7 Co-operation (Items 1 - 9) SS2: Negative Professional Identity (Items 10 - 12) SS3: Positive Professional Identity (Items 13 - 16) SS4: Roles and Responsibilities (Items 17 - 19) p = 0.4815 p = 0.7318 p = 0.2091 p = 0.0401 not enough not enough not enough was enough Research Question 5: Are there significant differences in changes in attitudes related to IPE among nurse educators who are engaged in clinical teaching and nurse educators who are not engaged in clinical teaching? SS1: Teamwork 7 Co-operation (Items 1 - 9) SS2: Negative Professional Identity (Items 10 - 12) SS3: Positive Professional Identity (Items 13 - 16) SS4: Roles and Responsibilities (Items 17 - 19) p = 0.6182 p = 0.3329 p = 0.2728 not enough not enough not enough not enough Conclusion: Highlights a gap in the literature. Attitudes of nurse educators regarding communication and teamwork. Need for faculty education. There remains nurse educators that have not practiced in an IPE setting nor taught IPE concepts. Overall positive attitudes. Positive change in attitudes in communication. Recommendations for the Future: Research Repeat study with larger number of participants. Include how those implementing IPE overcome barriers. Longitudinal studies to determine impact on practice. Practice Clinical strategies for both faculty teaching and student experiences Implementation of IPEC core competences. Education IPE faculty development and teaching strategies on multiple levels. Changes in curriculum.