A framework to standardize faculty development of interprofessional education
Date
2019-12-11
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Publisher
Bryan College of Health Sciences
Abstract
The purpose of this capstone project was to create a framework to standardize the process of faculty development of Interprofessional Education (IPE). Background & Significance: Current research focuses on the learner and fails to address the educational needs of faculty with IPE. Standardized faculty development of IPE is essential due to faculty being taught in the traditional single-professional models. A lack of understanding of IPE exists in all aspects, making a framework imperative to create meaningful learning experiences for students. Methods: SMART objectives with Plan-Do-Study-Act (PDSA) cycles were utilized as follows: finding evidence-based IPE guidelines, framework building, and collaboration with an instructional design expert to solidify the framework presentation. Stakeholders within academia were found and provided insight into the use of a framework. Literature was reviewed and themes were selected as a guide for faculty development. The theoretical frameworks of Lewin’s Change Theory and the Transformational Learning Theory drove the construction of the framework.
Results: The completed framework depicts how the themes intertwine with Lewin’s Change Theory and the Transformational Learning Theory to guide faculty development in a continuous process. Conclusion: The vision of the framework is to provide a standardized guide for development of faculty to increase the implementation of meaningful IPE learning activities into the curriculum.
Description
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MSN Capstone
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Keywords
Interprofessional education, Framework, Undergraduates, Faculty development, Models
Citation
Kinnett, K., Francis, L., Kornefld, D. & Wehrman, K. (2019). A framework to standardize faculty development of interprofessional education. [MSN Capstone presentation]. Lincoln, NE : Bryan College of Health Sciences.