With healthcare moving rapidly toward interprofessional expectations, this study examined the perceptions of a particular population of students pursuing a degree in the healthcare field. Pharmacy students attending a free-standing pharmacy institution were interviewed over the course of the 2012 - 2013 academic year. Interviews were conducted before, during, and after the students engaged in collaborative coursework with students from a variety of health care majors attending a nearby institution. The results demonstrated the positive impact exposure to peer students pursuing degrees in health care fields can have. Results of the interview process highlighted the impact intentional interaction with a variety of students (i.e. medical, nursing, social work, physical therapy, occupational therapy, and physician assistant students) had for the students at the free-standing pharmacy institution. Results also demonstrated an increase in the perceived value of collaboration with other health care professionals. Additionally, results highlighted the importance of respect and communication as active components of interprofessional collaborations. Study participants grew in their understanding of their own role in the field of healthcare. Lastly, the depth of participants' understanding of optimal patient care grew over the course of the intentional interaction during the academic year. Along with presenting and analyzing the results of the interview process, this document makes suggestions regarding practical application of said results to the academic curriculum at an institution granting only a pharmacy degree.
|Commitee:||Henschke, John, Oldani, John|
|School Location:||United States -- Missouri|
|Source:||DAI-B 76/05(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Pharmacy sciences|
|Keywords:||Health care professionals, Interprofessional expectations, Pharmacy students|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be