Student Perceptions of Interprofessional Valuing after a Tabletop Interprofessional Education Simulation

Autor/inn/en	Williams, Mary L.; Camel, Simone; Ocker, Liette B.; Zinn, Kelly; Grahovec, Nicholas E.; Frazier, Heather
Titel	Student Perceptions of Interprofessional Valuing after a Tabletop Interprofessional Education Simulation
Quelle	In: Athletic Training Education Journal, 15 (2020) 1, S.41-48 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
Schlagwörter	Student Attitudes; Educational Games; Simulation; Interprofessional Relationship; Professional Education; Allied Health Occupations Education; Nursing Education; Active Learning; Athletics; College Students + Suchen Sie Ihr Suchwort? Schülerverhalten; Educational game; Lernspiel; Simulation program; Simulationsprogramm; Berufsausbildung; Pflegepädagogik; Aktives Lernen; Leichtathletik; Collegestudent
Abstract	Context: The focus of learning and working with professions outside of one's own is the essence of interprofessional education (IPE). Interprofessional education satisfies accreditation standards and is a high-impact teaching practice. Interprofessional education is often studied in nursing, medicine, and pharmacy; however, it has rarely been explored in athletic training. Objective: To determine student perceptions of interprofessional valuing among a unique combination of disciplines. Design: Survey. Setting: Students were seated in interprofessional teams at round tables in a ballroom resembling a professional conference. Patients or Other Participants: Forty prelicensure students participated in the tabletop simulation (athletic training = 12, dietetics = 9, nursing = 19). Of these participants, 36 completed the survey (athletic training = 9, dietetics = 8, nursing = 19). Main Outcome Measure(s): Student teams were given 2 cases and were prompted to discuss and complete accompanying tasks. Debriefing followed each case. Afterward, students were asked to complete the questionnaire. The Interprofessional Socialization and Valuing Scale-24 (ISVS) was used to assess interprofessional beliefs, attitudes, and behaviors. Results: The ISVS and factor means were near the top of the survey scale, indicating that students had positive perceptions of interprofessional roles and socialization. All disciplines reported strong beliefs, attitudes, and behaviors towards IPE. No significant differences on the ISVS or subscales were identified among the disciplines or between those with and without previous IPE experience. Analysis of items revealed low scores for athletic training students on being able to share and exchange ideas in a team discussion, an important interprofessional behavior. Conclusions: A combination of factors including newness to IPE, fewer IPE experiences, and unequal ratios of professions represented in each group may explain why athletic training students reported more challenges with sharing and exchanging ideas. Conducting a tabletop IPE events may facilitate the development of interprofessional valuing and socialization. (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01