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dc.contributor.authorHoffart, Nancyen
dc.date.accessioned2013-10-22T20:30:55Z
dc.date.available2013-10-22T20:30:55Z
dc.date.issued2013-10-22
dc.identifier.urihttp://hdl.handle.net/10755/304193
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en
dc.description.abstractSession presented on: Friday, July 26, 2013: Purpose: As early as 2003 the Institute of Medicine called for multidisciplinary education as an essential aspect in educating future health professionals. More recently the report, 'Health Professionals for a New Century,' (Frenk et al., 2010) and the Interprofessional Education Collaborative's Core Competencies (2011) have reinforced the need for IPE in prelicensure health professions' curricula. The objectives of this presentation are to 1) report findings from a review of research and case-based literature on prelicensure IPE, 2) describe how the evidence has supported development of an IPE program at the Lebanese American University (LAU), and 3) identify how IPE is being incorporated into the BSN curriculum. Methods: LAU is an American university located in Lebanon and offers degrees in nursing, medicine, pharmacy, nutrition/dietetics, and social work. The new Schools of Nursing and Medicine were opened with a mandate from the LAU Board of Trustees to incorporate multidisciplinary learning into the educational programs. When planning for IPE began in 2010 the School of Pharmacy and School of Arts and Sciences (BS nutrition and BA social work) enthusiastically joined the initiative. A group of 13 faculty from the 5 health and social care professions programs volunteered to lead the initiative. An extensive review of the health care literature pertaining to prelicensure interprofessional and interdisciplinary education was conducted using Medline, CINAHL, Scopus and Cochrane data bases. Further evidence was sought through the web sites of international IPE centers and networks. Results: The findings of the review guided the formulation of our mission, objectives, student learning outcomes, and program framework. The literature also was useful in identifying IPE content; teaching strategies for classroom, laboratory, and clinical experiences; and assessment and evaluation methods. Conclusion: In our first two years over 475 students and 40 faculty have participated in educational activities in classroom and clinical settings, with evaluation findings positive overall.en
dc.formatText-based Documenten
dc.language.isoenen
dc.subjectevidence-based educationen
dc.subjectnursing educationen
dc.subjectinterdisciplinary educationen
dc.titleDeveloping an Evidence-Based Interprofessional Education (IPE) Programen
dc.typePresentationen
dc.rights.holder<p> All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. </p><p> All permission requests should be directed accordingly and not to the Sigma Repository. </p><p> All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary. </p>
dc.description.noteItems submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository.
dc.type.categoryFull-texten
dc.contributor.departmentGamma Epsilonen
dc.author.detailsNancy Hoffart, PhD, RNen
dc.conference.name24th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationPrague, Czech Republicen
dc.date.conferenceyear2013en_US
dc.description.reviewtypeAbstract Review Only: Reviewed by Event Hosten
dc.description.acquisitionProxy-submissionen


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