Interprofessional Perspectives in Graduate Level Falls Prevention Education
Name of Award
APDC Faculty Research & Scholarly Activities Grant
Valinda Pearson, Professor of Nursing, received $5,812 to conduct a qualitative study with entry-level graduate students at St. Catherine University (Doctor of Physical Therapy (DPT), Master of Physician Assistant Studies (MPAS), Masters of Science in Nursing – Entry Level (MSNEL), Master of Arts in Occupational Therapy (MAOT)) at the completion of their program of study within 3 months prior to graduation. Current students are the healthcare workforce of the future. While it is important to encourage collaboration amongst professionals currently working in the field, it is equally (if not more) important to educate the future generation of healthcare workers to excel in interprofessional collaborative practice.
Post-secondary, professional education programs are responsible for educating healthcare students in falls prevention to meet the needs of our aging population. It is critical that faculty from different graduate healthcare departments assess how their curricular goals on fall prevention intersect and unite to understand each other’s pedagogy around falls prevention. Exploring the intersection between professional approaches will identify opportunities for inter-professional education across curriculums. Little research has been done exploring how and to what extent falls prevention content is covered in different curricula. The researchers involved in this study are included in ongoing work examining falls prevention across professional education.
Pearson, Valinda, "Interprofessional Perspectives in Graduate Level Falls Prevention Education" (2017). Internal Grant Awards. 268.