語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
到查詢結果
[ subject:"Health sciences." ]
切換:
標籤
|
MARC模式
|
ISBD
An Exploratory Study on Perceptions ...
~
Goeckel, Carolyn.
FindBook
Google Book
Amazon
博客來
An Exploratory Study on Perceptions of (IPE) Towards Interprofessional Practice in Athletic Training.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
An Exploratory Study on Perceptions of (IPE) Towards Interprofessional Practice in Athletic Training./
作者:
Goeckel, Carolyn.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:
117 p.
附註:
Source: Dissertation Abstracts International, Volume: 79-08(E), Section: B.
Contained By:
Dissertation Abstracts International79-08B(E).
標題:
Health sciences. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10785087
ISBN:
9780355818628
An Exploratory Study on Perceptions of (IPE) Towards Interprofessional Practice in Athletic Training.
Goeckel, Carolyn.
An Exploratory Study on Perceptions of (IPE) Towards Interprofessional Practice in Athletic Training.
- Ann Arbor : ProQuest Dissertations & Theses, 2018 - 117 p.
Source: Dissertation Abstracts International, Volume: 79-08(E), Section: B.
Thesis (Ph.D.)--Seton Hall University, 2018.
Context: Healthcare professional, including athletic trainers (ATs), are called to be collaborative-ready practitioners to effectively meet the needs of today's patient-centered care. Currently, little research exists exploring the infusion of IPE (interprofessional education) practices in athletic training programs or its effectiveness in producing collaborative-ready athletic training (AT) professionals. While research is needed to evaluate whether IPE learning models can produce AT professionals that are collaborative-ready for PCC (patient-centered care) several foundational questions should be addressed. First, educational researchers need to establish an understanding of athletic trainers' perceptions toward interprofessional practice (IPP), IPE, and the athletic trainer's role as perceptions are often linked to action. Additionally, exploring if perceptions of IPE are different amongst practicing athletic trainers and athletic training students would aid in providing a strong foundation for educators as they develop IPE learning experiences that are meaningful. Objective: To explore athletic training students and AT professionals perceptions toward interprofessional practice in athletic training using the Interdisciplinary Education Perceptions Scale (IEPS). Additionally, to identify factors in the demographic profile that impact perceptions of knowledge, skills, and abilities towards interprofessional practice among athletic training students and professionals. Design: A concurrent mixed method embedded design. Setting: Online survey instrument. Participants: 386 athletic training program directors received an email invitation to participate in the study with the request to forward the survey link to students, alumni, and preceptors. The final sample population size was (N=188). Interventions: Participants completed the Interprofessional Education Perceptions Survey (IEPS, McFadyen et al., 2007), a demographic profile and three open-ended questions. Results: Overall, the average mean scores on the IEPS was high, 62 out of 72, suggesting positive perceptions toward IPE and IP collaboration between the variables tested. An independent-samples t-test (?= 0.05, t= (68.2)-.16, p =.88.) conducted between athletic training students (M=61, SD+/-12.71) and athletic training professionals (M=62, SD +/-.064) was found to be statistically not significant. Suggesting no difference in perceptions between athletic training students and AT professionals. Results of an independent t-test (?= 0.05 t= (185), 0.74, p= .23 between programs located with other health profession programs (HPPs), (M = 64, SD +/-9.6) and those not located (M = 62, SD +/- 7) with other HPPs was found to be statistically not significant. A very small, but significant difference t (161) =1.64, p=.051(one-tailed), d=.3 was found on IEPS composite scores between participants who received structured IPE instruction (M=62, SD +/-8.7) and participants' who did not (M=59, SD+/-10.6). Results suggest participants who received structured IPE, had slightly more positive perceptions of IPE and collaborative practice. ANOVA results for the four academic degree levels (Bachelor's, ELM, PPM, Doctorate), F (3, 184) = 1.72, p =.17 was found to be statistically not significant. Results suggest no difference in perceptions of IPE and collaborative practice between academic degrees. Results from the open-ended question identified simulation lab, case scenarios and hands-on as highly relevant to the students learning experience. Conclusion: In this study, athletic training students and athletic training professionals, highly valued IPE, IP collaborations, and recognized its impact on PCC. Understanding one's self and one's beliefs, behaviors and attitudes enable a professional to identify possible areas of collaboration with other disciplines. It creates openness, understanding of working together, and developing skills for teamwork. Therefore, while perceptions do not infer actions or produce identified behavior, it does provide the foundational base to support the body of knowledge regarding IPE effectiveness.
ISBN: 9780355818628Subjects--Topical Terms:
3168359
Health sciences.
An Exploratory Study on Perceptions of (IPE) Towards Interprofessional Practice in Athletic Training.
LDR
:05085nmm a2200289 4500
001
2201162
005
20190405084459.5
008
201008s2018 ||||||||||||||||| ||eng d
020
$a
9780355818628
035
$a
(MiAaPQ)AAI10785087
035
$a
(MiAaPQ)shu:10313
035
$a
AAI10785087
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Goeckel, Carolyn.
$3
3427891
245
1 3
$a
An Exploratory Study on Perceptions of (IPE) Towards Interprofessional Practice in Athletic Training.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2018
300
$a
117 p.
500
$a
Source: Dissertation Abstracts International, Volume: 79-08(E), Section: B.
500
$a
Adviser: Genevieve Pinto Zipp.
502
$a
Thesis (Ph.D.)--Seton Hall University, 2018.
520
$a
Context: Healthcare professional, including athletic trainers (ATs), are called to be collaborative-ready practitioners to effectively meet the needs of today's patient-centered care. Currently, little research exists exploring the infusion of IPE (interprofessional education) practices in athletic training programs or its effectiveness in producing collaborative-ready athletic training (AT) professionals. While research is needed to evaluate whether IPE learning models can produce AT professionals that are collaborative-ready for PCC (patient-centered care) several foundational questions should be addressed. First, educational researchers need to establish an understanding of athletic trainers' perceptions toward interprofessional practice (IPP), IPE, and the athletic trainer's role as perceptions are often linked to action. Additionally, exploring if perceptions of IPE are different amongst practicing athletic trainers and athletic training students would aid in providing a strong foundation for educators as they develop IPE learning experiences that are meaningful. Objective: To explore athletic training students and AT professionals perceptions toward interprofessional practice in athletic training using the Interdisciplinary Education Perceptions Scale (IEPS). Additionally, to identify factors in the demographic profile that impact perceptions of knowledge, skills, and abilities towards interprofessional practice among athletic training students and professionals. Design: A concurrent mixed method embedded design. Setting: Online survey instrument. Participants: 386 athletic training program directors received an email invitation to participate in the study with the request to forward the survey link to students, alumni, and preceptors. The final sample population size was (N=188). Interventions: Participants completed the Interprofessional Education Perceptions Survey (IEPS, McFadyen et al., 2007), a demographic profile and three open-ended questions. Results: Overall, the average mean scores on the IEPS was high, 62 out of 72, suggesting positive perceptions toward IPE and IP collaboration between the variables tested. An independent-samples t-test (?= 0.05, t= (68.2)-.16, p =.88.) conducted between athletic training students (M=61, SD+/-12.71) and athletic training professionals (M=62, SD +/-.064) was found to be statistically not significant. Suggesting no difference in perceptions between athletic training students and AT professionals. Results of an independent t-test (?= 0.05 t= (185), 0.74, p= .23 between programs located with other health profession programs (HPPs), (M = 64, SD +/-9.6) and those not located (M = 62, SD +/- 7) with other HPPs was found to be statistically not significant. A very small, but significant difference t (161) =1.64, p=.051(one-tailed), d=.3 was found on IEPS composite scores between participants who received structured IPE instruction (M=62, SD +/-8.7) and participants' who did not (M=59, SD+/-10.6). Results suggest participants who received structured IPE, had slightly more positive perceptions of IPE and collaborative practice. ANOVA results for the four academic degree levels (Bachelor's, ELM, PPM, Doctorate), F (3, 184) = 1.72, p =.17 was found to be statistically not significant. Results suggest no difference in perceptions of IPE and collaborative practice between academic degrees. Results from the open-ended question identified simulation lab, case scenarios and hands-on as highly relevant to the students learning experience. Conclusion: In this study, athletic training students and athletic training professionals, highly valued IPE, IP collaborations, and recognized its impact on PCC. Understanding one's self and one's beliefs, behaviors and attitudes enable a professional to identify possible areas of collaboration with other disciplines. It creates openness, understanding of working together, and developing skills for teamwork. Therefore, while perceptions do not infer actions or produce identified behavior, it does provide the foundational base to support the body of knowledge regarding IPE effectiveness.
590
$a
School code: 0199.
650
4
$a
Health sciences.
$3
3168359
690
$a
0566
710
2
$a
Seton Hall University.
$b
Health and Medical Sciences.
$3
3191972
773
0
$t
Dissertation Abstracts International
$g
79-08B(E).
790
$a
0199
791
$a
Ph.D.
792
$a
2018
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10785087
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9377711
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入