ArticleAdvances in health information science and practice2025
"IPE is Key": Qualitative Findings of a Foundational Interprofessional Education Readiness Activity with Nursing and Health Information Management Students.
Article in Advances in health information science and practice, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Authors and funding
3 authors.
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Abstract
Background: Healthcare teams rely on interprofessional collaboration (IPC) to improve patient outcomes, yet students often struggle to grasp the importance of interprofessional education (IPE). The University of Louisiana at Lafayette developed IPHE 310, an interprofessional course for Bachelor of Science in Nursing (BSN) and Health Information Management (HIM) students, aligning with Interprofessional Education Collaborative (IPEC) guidelines. Despite curricular revisions, student evaluations revealed ongoing confusion about the relevance of interprofessional education (IPE) and a disconnect between disciplines. This article reports the qualitative phase of an explanatory mixed methods study which examined these challenges by assessing student readiness for IPC and exploring BSN and HIM students' perceptions of IPE. Methods: The qualitative phase of the study involved the analysis of focus group discussions with students who attended the educational intervention, the "IPE is Key" workshop, using a semi-structured interview guide informed by prior IPE research. Focus group data were analyzed using the Scissor and Sort method, ensuring reliability through peer coding and member checking. Results: Findings revealed four overarching themes with six subthemes: (1) Collaboration (certainty of roles, confidence in others), (2) Curricula (cultivation of skills, contact with students in other programs), (3) Communication, and (4) Catalysts (confirmation of readiness, culture). Participants emphasized that early, structured exposure to interprofessional roles fosters teamwork, trust, and respect. They advocated for increased integration of IPE across curricula and hands-on activities to reinforce IPC competencies. Conclusions: This study underscores the need for early and continuous IPE exposure to enhance students' understanding of IPC. While the "IPE is Key" workshop improved readiness, focus group findings suggest that sustained, structured interactions across disciplines are essential for fostering collaborative competencies. Future research should explore long-term impacts of IPE interventions and strategies to bridge the gap between clinical and non-clinical health professions.
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