Date of Award

3-28-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D.)

School Name

College of Health Professions

Department

Health Professions

Major Advisor

Dr. Mark Wiegand

Second Advisor

Dr. Gabri Warren

Third Advisor

Dr. Christopher Wingard

Abstract

This study aimed to explore whether virtual, asynchronous interprofessional education (IPE) improve interprofessional attitudes as defined by the Interprofessional Education Collaborative (IPEC) core competencies and develop student professional identity. Healthcare professionals are highly specialized providers that often interact and overlap with other providers to help treat patients. Literature shows that stressful environments and a lack of understanding of roles can lead to conflict, but successful interprofessional collaboration leads to improved patient care. This study used a mixed method approach, creating a virtual, asynchronous viewing of a simulation within the school’s education platform Moodle as the intervention. The video was of a nurse, physical therapist, and a respiratory therapist in an intensive care unit setting and was followed by asynchronous debriefing. 15 students, 10 nursing students and 5 Doctorate of Physical Therapy (DPT) program participated in the study. Interprofessional attitudes were measured with the DOW IPEC questionnaire, while professional identity used the Macleod Clark Professional Identity Scale (MCPIS), each given pre and post-simulation. The study also included interviews for qualitative data. The study found this IPE improved interprofessional attitudes in healthcare students, but failed to significantly improve professional identity as the study was formed. The study was limited by the small sample and future studies should expand on looking at the differences in the progression of a program, whether more hands-on simulation would improve professional identity development, and the exploration of other settings.

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