OBJECTIVE: To describe an interprofessional communication course in an academic health sciences center and to evaluate and compare interpersonal and interprofessional communication self-efficacy beliefs of medical, nursing, and pharmacy students before and after course participation, using Bandura's self-efficacy theory as a guiding framework. DESIGN: First-year nursing (n=36), first-year medical (n=73), and second-year pharmacy students (n=83) enrolled in an interprofessional communication skills development course voluntarily completed a 33-item survey instrument based on Interprofessional Education Collaborative (IPEC) core competencies prior to and upon completion of the course during the fall semester of 2012. ASSESSMENT: Nursing students entered the course with higher interpersonal and interprofessional communication self-efficacy beliefs compared to medical and pharmacy students. Pharmacy students, in particular, noted significant improvements in communication self-efficacy beliefs across multiple domains postcourse. CONCLUSION: Completion of an interprofessional communications course was associated with a positive impact on health professions students' interpersonal and interprofessional communication self-efficacy beliefs.
OBJECTIVE: To describe an interprofessional communication course in an academic health sciences center and to evaluate and compare interpersonal and interprofessional communication self-efficacy beliefs of medical, nursing, and pharmacy students before and after course participation, using Bandura's self-efficacy theory as a guiding framework. DESIGN: First-year nursing (n=36), first-year medical (n=73), and second-year pharmacy students (n=83) enrolled in an interprofessional communication skills development course voluntarily completed a 33-item survey instrument based on Interprofessional Education Collaborative (IPEC) core competencies prior to and upon completion of the course during the fall semester of 2012. ASSESSMENT: Nursing students entered the course with higher interpersonal and interprofessional communication self-efficacy beliefs compared to medical and pharmacy students. Pharmacy students, in particular, noted significant improvements in communication self-efficacy beliefs across multiple domains postcourse. CONCLUSION: Completion of an interprofessional communications course was associated with a positive impact on health professions students' interpersonal and interprofessional communication self-efficacy beliefs.
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Authors: Emily L Leasure; Ronald R Jones; Lauren B Meade; Marla I Sanger; Kris G Thomas; Virginia P Tilden; Judith L Bowen; Eric J Warm Journal: Acad Med Date: 2013-05 Impact factor: 6.893
Authors: Rick Hess; Nicholas E Hagemeier; Reid Blackwelder; Daniel Rose; Nasar Ansari; Tandy Branham Journal: Am J Pharm Educ Date: 2016-05-25 Impact factor: 2.047
Authors: Beata Plewka; Magdalena Waszyk-Nowaczyk; Magdalena Cerbin-Koczorowska; Michał Michalak; Aleksandra Sajko; Monika Bańdurska; Tomasz Osmałek Journal: Int J Environ Res Public Health Date: 2022-06-15 Impact factor: 4.614
Authors: Sadie Trammell Velásquez; Diane Ferguson; Kelly C Lemke; Leticia Bland; Rebecca Ajtai; Braulio Amezaga; James Cleveland; Lark A Ford; Emme Lopez; Wesley Richardson; Daniel Saenz; Joseph A Zorek Journal: BMC Med Educ Date: 2022-03-26 Impact factor: 2.463
Authors: Alda Elena Cortés-Rodríguez; Pablo Roman; María Mar López-Rodríguez; Isabel María Fernández-Medina; Cayetano Fernández-Sola; José Manuel Hernández-Padilla Journal: Healthcare (Basel) Date: 2021-12-27