Student Theses, Dissertations and Capstones

Document Type


Degree Name

Doctor of Philosophy (PhD) in Nursing Education

Copyright Statement

All rights reserved. This publication is intended for use solely by faculty, students, and staff of Nova Southeastern University. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.


College of Nursing

First Advisor

Patricia W. Dittman

Date of original Performance / Presentation


Publication Date / Copyright Date



Nova Southeastern University


Nurses are expected to work collaboratively with other health professionals after graduation; however, most have not been taught to work in teams and are ill-prepared to work in collaborative relationships. Interprofessional Education (IPE) may better prepare nursing students for teamwork. The purpose of this study was to investigate the efficacy of pre-licensure clinical IPE for nursing students. It was hypothesized that nursing students who participate in clinical IPE have more positive attitudes toward health care teams than nursing students who do not participate in clinical IPE as evidenced by higher scores on the Attitudes Toward Health Care Teams Scale (ATHCTS), Quality of Care/Process subscale and by lower scores on the ATHCTS, Physician Centrality subscale. The theoretical framework for this study was Pettigrew’s intergroup contact theory. A quasi-experimental, nonequivalent control group, after-only design was used for this study. Archived data (ATHCTS) for nursing students who had participated in clinical IPE was used for the intervention group. The ATHCTS was administered to nursing students in control group universities. An independent t test was used to compare group mean scores. There was no significant difference in Quality of Care/Process subscales between groups. Students participating in clinical IPE had lower scores on the Physician Centrality subscale than the control group. Nursing students participating in clinical IPE favored shared leadership while non-IPE participants supported physician authority. Clinical IPE did not improve student attitudes toward quality of care given by teams. However, all participants had relatively high attitudes toward quality of care provided by teams.




Health and environmental sciences, Education, Clinical education, Contact theory, Interdisciplinary education, Interprofessional education



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Nursing Commons