Conservative estimates rank medical error attributed to ineffective collaboration among health care team members as the third leading cause of death in the U.S. Recognizing the dual concerns for patient safety and cost-containment the Patient Protection and Affordable Care Act (42 U.S.C. § 18001 seq., 2010) catalyzed innovative health care delivery models and demonstration projects that require a transformation of health professions’ education to enable students to engage in interactive learning with those outside their profession as a routine part of their education. Yet, despite policies, professional accreditation requirements, and the industry itself stimulating interprofessional education (IPE), institutions of higher education are lagging behind in adopting IPE practices to prepare a “collaborative ready” health workforce.
This instrumental single case study explored the opportunities and challenges of IPE implementation as perceived by faculty (n=12), managers (n=6) and administrators (n=4) in a College of Health and Human Services located in a large urban 4-year public university. A conceptual framework integrating the Interprofessional Socialization Framework with Bolman and Deal’s Organizational Frames guided data collection and data analysis.
Four major findings emerged from the study: (1) administrators utilized IPE to promote unity and a common vision for the diverse College through convenings of all stakeholders to (a) develop core values and core themes of collaboration and (b) plan for an interdisciplinary building for teaching and research. (2) Managers agreed with IPE conceptually but pointed at the need for (a) resources and incentives, (b) validated mechanisms for IPE implementation, (c) clarity of IPE goals and objectives and (d) IPE professional development. (3) Faculty expressed (a) the need for incentivized IPE professional development, (b) the need for explicit guidance on IPE by College leadership, (c) concern about the significant investment of time for successful outcomes of IPE efforts. (4) An emergent model of IPE implementation. Despite differences in perceptions and experiences, participants endorsed the idea that strong, visionary leadership in the context of trusting collaborative environments make IPE a compass that orients the organization toward a sweet spot – the middle ground between centralization and independence, where administrators, managers, and faculty feel comfortable with the outcomes, expectations and their associated risk. Implications for research, policy and practice are discussed.
|Commitee:||Haviland, Don, Farmer, Gail C.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Higher education|
|Keywords:||Challenges and opportunities to IPE implementation, Interdisciplinary, Interprofessional education, IPE implementation model, Multidisciplinary, Organizational frames|
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