Transforming Ways of Knowing about Interprofessional Education: A Single Exploratory Case Study with Nursing Educators
Date
2013-04-12
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Teaching and learning in nursing are changing in response to increased complexity and societal issues in client care (CASN, 2010; Institute of Medicine, 2000). A call for innovation in nursing education is imminent and interprofessional education (IPE) may be the innovative teaching process needed to address a change in nursing education. Change is difficult in a traditional and bounded profession, such as nursing education. The purpose of this single exploratory case study was to explore how 15 nurse educators teaching in undergraduate nursing programs in Alberta, Canada understood and used IPE within nursing education. The intent was to identify the perspectives and meanings of IPE as seen through the knowledge lens of nurse educators, using the theoretical framework of social constructivism, underpinned by adult learning theory. Data collected from semi-structured interviews, field notes, and document review allowed interpretation of how the ways of knowing in nursing education guided the nurse educators to understand and use IPE. Transformative learning theory gave clarity to the meaning of the dissonance experienced by the nurse educators. The nurse educators’ exploration of ways of knowing evolved into new ways of knowing about IPE in nursing education. The findings gleaned from this exploratory case study may assist with ongoing development of healthcare policy and education programs.
Description
Keywords
Education--Higher
Citation
George, M. (2013). Transforming Ways of Knowing about Interprofessional Education: A Single Exploratory Case Study with Nursing Educators (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28510