Changes in Pharmacy Students After Experiencing Interprofessional Education Activities
Background: Interprofessional education (IPE) has become increasingly important among healthcare professionals. The purpose of this study was to assess the impact of IPE experiences on pharmacy students’ perceived level of comfort with and level of reliability regarding other healthcare professional...
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| Veröffentlicht in: | Journal of research in interprofessional practice and education 2016-04, Vol.6 (1) |
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| container_title | Journal of research in interprofessional practice and education |
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| creator | Tolleson, Shane R. Ismail, Nadia J. Gill, Anne C. Dello Stritto, Rita A. Hatfield, Mark D. Teal, Cayla R. Nelson, Elizabeth A. Hatfield, Catherine L. |
| description | Background: Interprofessional education (IPE) has become increasingly important among healthcare professionals. The purpose of this study was to assess the impact of IPE experiences on pharmacy students’ perceived level of comfort with and level of reliability regarding other healthcare professionals. Methods and Findings: A survey of third- and fourth-year pharmacy students (N = 190) was analyzed using descriptive statistics and bivariate analyses to address the study objectives. Students experienced a significant increase in their level of comfort with questioning other professions after IPE (pre IPE: 5.45 ± 2.24 and post IPE: 7.22 ± 1.62, p |
| doi_str_mv | 10.22230/jripe.2016v6n1a222 |
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The purpose of this study was to assess the impact of IPE experiences on pharmacy students’ perceived level of comfort with and level of reliability regarding other healthcare professionals. Methods and Findings: A survey of third- and fourth-year pharmacy students (N = 190) was analyzed using descriptive statistics and bivariate analyses to address the study objectives. Students experienced a significant increase in their level of comfort with questioning other professions after IPE (pre IPE: 5.45 ± 2.24 and post IPE: 7.22 ± 1.62, p<0.01) and being questioned by other professions (pre IPE: 5.39 ± 2.24 and post IPE: 7.04 ± 1.68, p<0.01). Students also experienced a significant increase in the perceived reliability and accuracy of information from nurses after IPE (pre IPE: 5.91 ± 1.82 and post IPE: 6.41 ± 1.62, p = 0.01). Conclusions: Pharmacy students who experienced any IPE perceived themselves as more comfortable with questioning and being questioned by other healthcare professionals than students without IPE. Additional research is needed to more clearly define the benefits of IPE and how it should be designed.</description><identifier>ISSN: 1916-7342</identifier><identifier>EISSN: 1916-7342</identifier><identifier>DOI: 10.22230/jripe.2016v6n1a222</identifier><language>eng</language><publisher>Vancouver: Canadian Institute for Studies in Publishing Press Simon Fraser University</publisher><subject>Interprofessional education ; Pharmacy ; Professions ; Students</subject><ispartof>Journal of research in interprofessional practice and education, 2016-04, Vol.6 (1)</ispartof><rights>2016. This work is licensed under http://creativecommons.org/licenses/by-nc-nd/2.5/ca/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c1229-7f52af5d1deccf147a8c468b0b037f1b118169cc0cef86473fac512b04b212df3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids></links><search><creatorcontrib>Tolleson, Shane R.</creatorcontrib><creatorcontrib>Ismail, Nadia J.</creatorcontrib><creatorcontrib>Gill, Anne C.</creatorcontrib><creatorcontrib>Dello Stritto, Rita A.</creatorcontrib><creatorcontrib>Hatfield, Mark D.</creatorcontrib><creatorcontrib>Teal, Cayla R.</creatorcontrib><creatorcontrib>Nelson, Elizabeth A.</creatorcontrib><creatorcontrib>Hatfield, Catherine L.</creatorcontrib><title>Changes in Pharmacy Students After Experiencing Interprofessional Education Activities</title><title>Journal of research in interprofessional practice and education</title><description>Background: Interprofessional education (IPE) has become increasingly important among healthcare professionals. The purpose of this study was to assess the impact of IPE experiences on pharmacy students’ perceived level of comfort with and level of reliability regarding other healthcare professionals. Methods and Findings: A survey of third- and fourth-year pharmacy students (N = 190) was analyzed using descriptive statistics and bivariate analyses to address the study objectives. Students experienced a significant increase in their level of comfort with questioning other professions after IPE (pre IPE: 5.45 ± 2.24 and post IPE: 7.22 ± 1.62, p<0.01) and being questioned by other professions (pre IPE: 5.39 ± 2.24 and post IPE: 7.04 ± 1.68, p<0.01). Students also experienced a significant increase in the perceived reliability and accuracy of information from nurses after IPE (pre IPE: 5.91 ± 1.82 and post IPE: 6.41 ± 1.62, p = 0.01). Conclusions: Pharmacy students who experienced any IPE perceived themselves as more comfortable with questioning and being questioned by other healthcare professionals than students without IPE. Additional research is needed to more clearly define the benefits of IPE and how it should be designed.</description><subject>Interprofessional education</subject><subject>Pharmacy</subject><subject>Professions</subject><subject>Students</subject><issn>1916-7342</issn><issn>1916-7342</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><recordid>eNpNkE9rAjEUxENpoWL9BL0Eel6bl-xmd48ithWEFvrnGrLZRCOa3SZZqd_eoD34LjMMPx7DIPQIZEopZeR5622vp5QAP3AHMoU3aAQ18KxkOb298vdoEsKWpGNFURfVCP3MN9KtdcDW4Y-N9HupjvgzDq12MeCZidrjxV-vvdVOWbfGS5ei3ndGh2A7J3d40Q5KxuTxTEV7sNHq8IDujNwFPfnXMfp-WXzN37LV--tyPltlCiits9IUVJqihVYrZSAvZaVyXjWkIaw00ABUwGuliNKm4nnJjFQF0IbkDQXaGjZGT5e_qdHvoEMU227wqVUQCQBeUqjqRLELpXwXgtdG9N7upT8KIOK8oThvKK43ZCelDme9</recordid><startdate>20160412</startdate><enddate>20160412</enddate><creator>Tolleson, Shane R.</creator><creator>Ismail, Nadia J.</creator><creator>Gill, Anne C.</creator><creator>Dello Stritto, Rita A.</creator><creator>Hatfield, Mark D.</creator><creator>Teal, Cayla R.</creator><creator>Nelson, Elizabeth A.</creator><creator>Hatfield, Catherine L.</creator><general>Canadian Institute for Studies in Publishing Press Simon Fraser University</general><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>7XB</scope><scope>8FK</scope><scope>8FQ</scope><scope>8FV</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>PIMPY</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope></search><sort><creationdate>20160412</creationdate><title>Changes in Pharmacy Students After Experiencing Interprofessional Education Activities</title><author>Tolleson, Shane R. ; Ismail, Nadia J. ; Gill, Anne C. ; Dello Stritto, Rita A. ; Hatfield, Mark D. ; Teal, Cayla R. ; Nelson, Elizabeth A. ; Hatfield, Catherine L.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c1229-7f52af5d1deccf147a8c468b0b037f1b118169cc0cef86473fac512b04b212df3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Interprofessional education</topic><topic>Pharmacy</topic><topic>Professions</topic><topic>Students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Tolleson, Shane R.</creatorcontrib><creatorcontrib>Ismail, Nadia J.</creatorcontrib><creatorcontrib>Gill, Anne C.</creatorcontrib><creatorcontrib>Dello Stritto, Rita A.</creatorcontrib><creatorcontrib>Hatfield, Mark D.</creatorcontrib><creatorcontrib>Teal, Cayla R.</creatorcontrib><creatorcontrib>Nelson, Elizabeth A.</creatorcontrib><creatorcontrib>Hatfield, Catherine L.</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Canadian Business & Current Affairs Database</collection><collection>Canadian Business & Current Affairs Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>Journal of research in interprofessional practice and education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Tolleson, Shane R.</au><au>Ismail, Nadia J.</au><au>Gill, Anne C.</au><au>Dello Stritto, Rita A.</au><au>Hatfield, Mark D.</au><au>Teal, Cayla R.</au><au>Nelson, Elizabeth A.</au><au>Hatfield, Catherine L.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Changes in Pharmacy Students After Experiencing Interprofessional Education Activities</atitle><jtitle>Journal of research in interprofessional practice and education</jtitle><date>2016-04-12</date><risdate>2016</risdate><volume>6</volume><issue>1</issue><issn>1916-7342</issn><eissn>1916-7342</eissn><abstract>Background: Interprofessional education (IPE) has become increasingly important among healthcare professionals. The purpose of this study was to assess the impact of IPE experiences on pharmacy students’ perceived level of comfort with and level of reliability regarding other healthcare professionals. Methods and Findings: A survey of third- and fourth-year pharmacy students (N = 190) was analyzed using descriptive statistics and bivariate analyses to address the study objectives. Students experienced a significant increase in their level of comfort with questioning other professions after IPE (pre IPE: 5.45 ± 2.24 and post IPE: 7.22 ± 1.62, p<0.01) and being questioned by other professions (pre IPE: 5.39 ± 2.24 and post IPE: 7.04 ± 1.68, p<0.01). Students also experienced a significant increase in the perceived reliability and accuracy of information from nurses after IPE (pre IPE: 5.91 ± 1.82 and post IPE: 6.41 ± 1.62, p = 0.01). Conclusions: Pharmacy students who experienced any IPE perceived themselves as more comfortable with questioning and being questioned by other healthcare professionals than students without IPE. Additional research is needed to more clearly define the benefits of IPE and how it should be designed.</abstract><cop>Vancouver</cop><pub>Canadian Institute for Studies in Publishing Press Simon Fraser University</pub><doi>10.22230/jripe.2016v6n1a222</doi><oa>free_for_read</oa></addata></record> |
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| subjects | Interprofessional education Pharmacy Professions Students |
| title | Changes in Pharmacy Students After Experiencing Interprofessional Education Activities |
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