Interprofessional Education Perceptions in School Nursing and Teaching: A Basic Qualitative Study
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2023-12
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Abstract
The problem is professional preparation programs do not prepare school nurses and teachers to work together in a school setting. The purpose is to explore the perceptions of certified school nurses and licensed or certified K-1 2 teachers regarding interprofessional education and collaborative practice in their college or university programs. Certified school nurses and licensed-certified K-12 teachers frequently work with the same students, prompting the need for effective and frequent collaborative practice. However, interprofessional education is lacking in their respective curricula. The literature review clearly indicates a gap in interprofessional education (IPE) and collaborative practice (CP) research among students enrolled in school nurse certification and prelicensure K-12 teacher education programs. This study was conceptualized based on the World Health Organization's (2010) framework for IPE and CP. Two research questions explored certified school nurses' and licensed-certified K-12 teachers’ perceptions of IPE and the competencies each program needs to incorporate into program curriculums. A sample of 16 participants from a nursing organization, a teacher honor society, and participants from snowball sampling were selected for interviews. Using Microsoft Excel and NVivo software, data analysis identified common trends, patterns, and themes. Implementing IPE and CP in school nurse certification and K-12 teacher preparation programs can improve collaboration between school nurses and teachers and enhance learner academic and health outcomes. Resources for developing IPE and CP programs were identified for students, administrators, and faculty. The WHO framework and the results of this study are opportunities to improve student success significantly by establishing interdepartmental interprofessional education and courses to certify school nurses and prepare K-12 teachers.
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