Interprofessional Education Towards Interprofessional Practice: A Mixed-Methods Exploration of Respiratory Care Students and Therapists’ Perceptions
DOI:
https://doi.org/10.47672/ejhs.926Keywords:
Respiratory Care, Respiratory Therapists, Interprofessional Education, Interprofessional Practice, Team-Based, Evidence-Based Effective Care, Interdisciplinary Education Perception Scale.Abstract
Background: Respiratory care (RC) is a healthcare discipline that specializes in providing treatment for patients with acute and chronic cardiopulmonary abnormalities. Today, RC possesses a solid skill base and an expansive depth of knowledge, enabling them to provide safe, team-based, evidence-based effective care for patients. This study explores perceptions of RC students (RCS), RC faculty (RCF), and RC professionals (RCP) regarding Interprofessional Education (IPE) and Interprofessional Practice (IPP). Additionally, it identifies factors that affect perceptions of knowledge, skills, and abilities related to IPE and IPP among RCS, RCF, and RCP.
Methods: A mixed method (embedded) design was used. An online email survey questionnaire was emailed to the program directors to distribute it among their students, alumni, and faculty. The total of 421 program directors were reached via email. Three hundred forty-five surveys were returned, with 208 surveys eligible for analysis.
Results: The findings showed a significant main effect of professional status on the Interdisciplinary Education Perception Scale (IEPS) overall score regardless of the IPE exposure. However, there was no significant difference in the average score on the competency and autonomy, perceived need for cooperation, or perception of actual cooperation. Qualitatively, it was revealed that simulation was the most useful IPE experience for promoting IPP. Additional factors such as time, attitude, experiences, cooperation, and cost were believed to affect the infusion of IPE into the academic environment.
Conclusion: Regardless of the status of RCS and RCPs exposure to IPE during their professional education, all perceived IPE as positively supporting IPP. Qualitatively, for those directly exposed to IPE, simulation was identified as the most useful IPE experience for promoting IPP.
Recommendations: IPE should be continued implemented as a strategy for the promotion of IPP, as well as the necessity for further documentation and assessment of the IPE techniques used in the academy to guarantee learning outcome accountability.
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