Abstract
Nursing Faculty Considerations in Closing the Gaps of Interprofessional Education
Highlights
Nursing Faculty Considerations in Closing the Gaps of Interprofessional Education BackgroundInitiatives for the development of interprofessional education (IPE) and healthcare collaboration have been clearly established in both educational and clinical settings nationally and internationally (Institute of Medicine [IOM], 2001, 2003; World Health Organization [WHO], 2010)
Baxter, Jack, and Ploeg (2014) proposed facilitators that may help new graduate nurses become engaged in Interprofessional collaborative practice (IPCP): self-confidence, knowledge and experience, communication skills, critical thinking, valuing, informal support, respect, trust, prescribed orientations, nurse residency programs and externships, stable nurse preceptors, and mentors who model IPCP (p. 13)
Interprofessional collaborative practice (IPCP) is complex, “a dynamic process that evolves over time, ... hindered by stress that continues throughout the first year of practice, and [its] mastery with diverse clinical situations requires two to three years of practice” (Reeves et al, 2013, p. 6)
Summary
Nursing Faculty Considerations in Closing the Gaps of Interprofessional Education. France, NE, Payne, C. (2017). Nursing Faculty Considerations in Closing the Gaps of Interprofessional Education. HIP is a quarterly journal published by Pacific University | ISSN 2159-1253 | commons.pacificu.edu/hip. Nancey E.M. France PhD, RN, AHN-BC Christine E Lynn College of Nursing, Florida Atlantic University Camille Payne PhD WellStar School of Nursing, Kennesaw University
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