Transforming Ways of Knowing about Interprofessional Education: A Single Exploratory Case Study with Nursing Educators

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atmire.migration.oldid800
dc.contributor.advisorRutherford, Gayle
dc.contributor.authorGeorge, Marian
dc.date.accessioned2013-04-12T17:35:46Z
dc.date.available2013-06-15T07:01:51Z
dc.date.issued2013-04-12
dc.date.submitted2013en
dc.description.abstractTeaching 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.en_US
dc.identifier.citationGeorge, 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/28510en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/28510
dc.identifier.urihttp://hdl.handle.net/11023/599
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Higher
dc.subject.classificationinterprofessional educationen_US
dc.subject.classificationcollaborative educationen_US
dc.subject.classificationteachingen_US
dc.subject.classificationnursing practiceen_US
dc.titleTransforming Ways of Knowing about Interprofessional Education: A Single Exploratory Case Study with Nursing Educators
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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