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Social identity, professional collective self-esteem, and attitudes of interprofessional education in health professions faculty

Adedipe, Adebimpe O
http://rave.ohiolink.edu/etdc/view?acc_num=akron1492368848048543

Abstract Details

2017, Doctor of Philosophy, University of Akron, Nursing.
ABSTRACT Interprofessional health care delivery has improved patient care, communication, morale, and efficiency of health care team members and results when interprofessional education (IPE) achieves core competencies. Although numerous researchers have examined IPE and the learning needs of students, few have investigated attitudes of IPE in faculty members from a social identity theory perspective. This cross-sectional study examined attitudes of IPE and professional collective self-esteem in 219 health professional faculty at four-year college/university and professional education settings. Online data were collected from faculty members of seven health care professions. Attitudes were measured with the Attitudes of IPE and Learning in the Academic Setting (IPL) tools. Social Identity was measured with Collective Self-Esteem (CSE) scale dimensions of private, public, membership, and importance to identity. Although dietetics/nutrition and social work faculty reported more positive attitudes than medical faculty, there were no significant group differences in attitudes of IPE in faculty. Women reported more positive attitudes of IPE than men, but attitudes of IPE did not vary relative to faculty age, years of service in education, number of years teaching, or number of years in clinical practice. Attitudes of IPL in academic settings were more positive in social work faculty, than medical and nursing faculty. Group differences were found in two of the four CSE dimensions with private CSE significantly higher in nursing faculty, than dietetics/nutrition faculty, and public CSE significantly higher in medical, pharmacy, and nursing faculty, than social work faculty and sport science and wellness education faculty. Finally, attitudes of IPE were positively correlated with three CSE dimensions of membership, private, and importance to identity. Therefore, faculty, who rated themselves more positively on group membership, had higher personal evaluation of the group and more positive attitudes of IPE. Findings have practice implications for better understanding of barriers to IPE and strategies to address the barriers among disciplines, all of which may increase achieving IPE core competencies and eventually affecting patient outcomes. Future studies about attitudes of IPE in faculty should include larger samples of similar group sizes and use Social Identity Theory to guide interventions.
Christine Graor, PhD (Committee Chair)
Barbara Drew, PhD (Committee Member)
Marlene Huff, PhD (Committee Member)
Lori Kidd, PhD (Committee Member)
Victor Pinheiro, PhD (Committee Member)
148 p.
Nursing
Social identity; professional collective self-esteem; attitudes; interprofessional education; health professions faculty

Recommended Citations

Citations

  • Adedipe, A. O. (2017). Social identity, professional collective self-esteem, and attitudes of interprofessional education in health professions faculty [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1492368848048543

    APA Style (7th edition)

  • Adedipe, Adebimpe. Social identity, professional collective self-esteem, and attitudes of interprofessional education in health professions faculty. 2017. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1492368848048543.

    MLA Style (8th edition)

  • Adedipe, Adebimpe. "Social identity, professional collective self-esteem, and attitudes of interprofessional education in health professions faculty." Doctoral dissertation, University of Akron, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1492368848048543

    Chicago Manual of Style (17th edition)

akron1492368848048543
© 2017, all rights reserved.
This open access ETD is published by University of Akron and OhioLINK.