Linking Graduate Nursing Interprofessional Education to Collaboration in Upstate New York
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This observational descriptive correlational study explores how masters and doctorally prepared CRNA’s, one to five years’ post-graduation demonstrate interprofessional collaboration defined by non-technical skills measured by the TeamSTEPPS 2.0 observational worksheet within the perioperative period. The Nursing Essentials describe cumulative interprofessional education (IPE) that prepare nurses to lead interprofessional teams (American Association of Colleges of Nursing, 2006). The interprofessional learning continuum (IPLC) model describes the IPE to interprofessional collaboration (IPC) education-to-practice continuum that this study will help define for graduate nurses. Using TeamSTEPPS non-technical skills, validated by the Agency for Healthcare Research and Quality (AHRQ) as key to quality IPC, the Pearson’s r and twosample t-test examined relationships between nurse anesthetists (N = 16) IPE and IPC. Results demonstrated a statistically significant difference in means between education level, employment culture and overall TeamSTEPPS scores (r = .71, p =0.002). Although, further research is needed to differentiate education level and employment culture; results support the IPLC model’s description of IPE development and demonstrates its functionality within interprofessional teams utilizing CRNA’s in the operating room (OR). Furthermore, the TeamSTEPPS 2.0 observational worksheet demonstrated the ability to measure DNP IPE impact within the OR.