Respiratory therapy faculty perspectives on interprofessional education: Findings from a cross-sectional online survey

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1 Citation (Scopus)

Abstract

Interprofessional education (IPE) improves collaboration and patient care through joint education between health professions. Respiratory therapy (RT) has not been previously evaluated as participants in IPE. A cross-sectional online survey was distributed to evaluate the opportunities and barriers towards IPE of 874 respiratory therapy faculty with both quantitative measures and open-ended questions. Responses (n = 187) to open-ended questions about the opportunities and barriers to IPE inclusion included only one significant difference between Associate’s (n = 121, 64.7%) and Bachelor’s faculty (n = 66, 35.3%). Open-ended questions were analyzed using directed content analysis. Two trained independent reviewers examined responses for common categories. Reviewers then collated initial categories into broader categories. Faculty responses indicate the importance of IPE, barriers related to schedule and faculty attitudes, and perceived opportunities for IPE with nursing programs and through increasing simulation training opportunities. The most common barriers identified were faculty attitudes, scheduling and logistics, curriculum requirements, administration, and time. All faculty seemed to perceive similar opportunities and barriers regardless of programme type and are supportive of IPE inclusion within their curriculums.

Original languageEnglish (US)
Pages (from-to)235-238
Number of pages4
JournalJournal of Interprofessional Care
Volume32
Issue number2
DOIs
StatePublished - Mar 4 2018

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Respiratory Therapy
Cross-Sectional Studies
Education
Curriculum
Health Occupations
Nursing Education
Patient Care
Appointments and Schedules
Joints

Keywords

  • Respiratory therapy
  • attitudes
  • faculty
  • interprofessional education
  • surveys

ASJC Scopus subject areas

  • Medicine(all)

Cite this

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abstract = "Interprofessional education (IPE) improves collaboration and patient care through joint education between health professions. Respiratory therapy (RT) has not been previously evaluated as participants in IPE. A cross-sectional online survey was distributed to evaluate the opportunities and barriers towards IPE of 874 respiratory therapy faculty with both quantitative measures and open-ended questions. Responses (n = 187) to open-ended questions about the opportunities and barriers to IPE inclusion included only one significant difference between Associate’s (n = 121, 64.7{\%}) and Bachelor’s faculty (n = 66, 35.3{\%}). Open-ended questions were analyzed using directed content analysis. Two trained independent reviewers examined responses for common categories. Reviewers then collated initial categories into broader categories. Faculty responses indicate the importance of IPE, barriers related to schedule and faculty attitudes, and perceived opportunities for IPE with nursing programs and through increasing simulation training opportunities. The most common barriers identified were faculty attitudes, scheduling and logistics, curriculum requirements, administration, and time. All faculty seemed to perceive similar opportunities and barriers regardless of programme type and are supportive of IPE inclusion within their curriculums.",
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