Interprofessional Education: Graduate Students’ Perspectives

Authors

  • Judy L. Leflore The University of Texas at Arlington, College of Nursing and Health Innovation
  • Mary Lou Bond The University of Texas at Arlington, College of Nursing and Health Innovation
  • Mindi Anderson The University of Texas at Arlington, College of Nursing and Health Innovation Formerly of the University of Texas at Arlington College of Nursing and Health
  • Susan Baxley The University of Texas at Arlington, College of Nursing and Health Innovation
  • Desiree A. Díaz

DOI:

https://doi.org/10.22230/jripe.2017v7n1a219

Keywords:

Interprofessional education (IPE), Qualitative research, Student evaluation, Graduate education

Abstract

Background: This program evaluation used qualitative methodology to describe
students’ expectations, concerns, needed supports, and experiences in a yearlong
Interprofessional Education program.

Methods and Findings: Focus groups were used to obtain the views of nurse practitioner
and Master of social work students. Students participated in focus groups at
the program beginning and completion. Interprofessional education competencies,
expectations, and concerns were examined. Results showed that at the beginning,
students indicated a desire to understand the other’s professional role. They also
expressed concerns. During the post-program interviews, students indicated a
desire to have had more classes and work together in clinical practice. Limitations
included a lack of participation of all students in the final focus groups.

Conclusions: Student input in a program is essential. Further research is needed.

Keywords: Interprofessional education (IPE); Qualitative research; Student evaluation;
Graduate education

Author Biographies

Judy L. Leflore, The University of Texas at Arlington, College of Nursing and Health Innovation

Judy LeFlore PhD, RN, NNP-BC, CPNP-AC&PC, ANEF, FAAN is Interim Associate Dean of Graduate Nursing programs, Professor of Nursing at UT Arlington, College of Nursing & Health Innovation (CONHI) and the Director of Pediatric, Acute Care Pediatric and Neonatal Nurse Practitioner Programs. She teaches courses in her two areas of expertise, pediatric and neonatal care. She is considered an international expert on medical simulation and her work has been presented around the world. She is a sought after speaker and has received National and International awards and is a respected and funded researcher. 

Mary Lou Bond, The University of Texas at Arlington, College of Nursing and Health Innovation

Dr. Bond is Professor Emerita and Senior Advisor to the Center for Hispanic Studies in Nursing and Health (CHSNH). Professor Bond has received numerous awards including the Bethel Deaconess Hospital Distinguished Alumna, the Lucy Harris Linn Excellence in Teaching Award from Texas Christian University and the Minority Health Nursing Research Award from the Southern Nursing Research Society. She is an elected member of the American Academy of Nursing and the Academy of Nurse Educators of the National League for Nursing and is on the Roster of Fulbright Specialists.

Mindi Anderson, The University of Texas at Arlington, College of Nursing and Health Innovation Formerly of the University of Texas at Arlington College of Nursing and Health

Dr. Anderson served as key personnel on the grant associated with this manuscript. She is currently an Associate Professor at her place of employment. Her research interests include: Interprofessional Education (IPE) and multiple types of simulation.

Susan Baxley, The University of Texas at Arlington, College of Nursing and Health Innovation

Dr. Baxley has practiced nursing for over 45 years specializing in maternal-infant health. Her expertise in education and mentoring of patients, staff, and students led her to a research focus with Mexican origin women. As a maternal/infant nurse with experience as an educator and qualitative researcher, she has expertise in teaching and mentoring others. Dr. Baxley worked on several projects related to mentoring including two research grants and co-authored a book on mentoring for nurses. She serves as director of the PhD in Nursing Mentoring Program.

 

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Published

2017-09-08

Issue

Vol. 7 No. 1 (2017)

Section

Articles: Empirical Research

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