Faculty Perspectives on Interprofessional Education: Insights from a Survey of KSU Health and Human Services Faculty
Primary Investigator (PI) Name
Melissa Osborne
Department
WCHHS – Nursing
Abstract
Interprofessional education (IPE) is essential for preparing health and human service professional students to work collaboratively in real-world contexts, where teamwork is key for positive patient outcomes (Patel et al., 2025). This study examined current IPE practices of faculty from diverse professions at Kennesaw State University’s Wellstar College of Health and Human Services and elicited their recommendations to identify effective strategies and opportunities for programmatic expansion. Faculty play a critical role in promoting IPE; however, Cimino et al. (2022) found that many faculty report limited experiences and low confidence in teaching interprofessional skills. Using a mixed-methods approach, the quantitative survey data from 15 faculty members across four departments were analyzed using descriptive statistics, while qualitative responses were examined through both deductive and inductive thematic analysis. Preliminary findings indicate that 40.0% of participants engaged in IPE through attending workshops or events, and 26.7% through independent learning. In teaching, faculty incorporated IPE into their courses by discussing its importance (33.3%) or by utilizing scenario-based/case-study learning (20.0%). Faculty expressed interest in expanding IPE opportunities through interdisciplinary simulations (33.3%) and cross-program/course collaboration (26.7%). Sixty percent of participants expressed a need for resources or training to collaborate with professionals outside their discipline, and 53.3% requested support for facilitating IPE activities with students. These findings highlight both engagement and gaps in current IPE practices, underscoring the need for enhanced IPE-related supports. Understanding faculty perspectives can inform strategies to strengthen IPE implementation and better prepare students for effective teamwork in health and human service settings.
Disciplines
Interprofessional Education
Faculty Perspectives on Interprofessional Education: Insights from a Survey of KSU Health and Human Services Faculty
Interprofessional education (IPE) is essential for preparing health and human service professional students to work collaboratively in real-world contexts, where teamwork is key for positive patient outcomes (Patel et al., 2025). This study examined current IPE practices of faculty from diverse professions at Kennesaw State University’s Wellstar College of Health and Human Services and elicited their recommendations to identify effective strategies and opportunities for programmatic expansion. Faculty play a critical role in promoting IPE; however, Cimino et al. (2022) found that many faculty report limited experiences and low confidence in teaching interprofessional skills. Using a mixed-methods approach, the quantitative survey data from 15 faculty members across four departments were analyzed using descriptive statistics, while qualitative responses were examined through both deductive and inductive thematic analysis. Preliminary findings indicate that 40.0% of participants engaged in IPE through attending workshops or events, and 26.7% through independent learning. In teaching, faculty incorporated IPE into their courses by discussing its importance (33.3%) or by utilizing scenario-based/case-study learning (20.0%). Faculty expressed interest in expanding IPE opportunities through interdisciplinary simulations (33.3%) and cross-program/course collaboration (26.7%). Sixty percent of participants expressed a need for resources or training to collaborate with professionals outside their discipline, and 53.3% requested support for facilitating IPE activities with students. These findings highlight both engagement and gaps in current IPE practices, underscoring the need for enhanced IPE-related supports. Understanding faculty perspectives can inform strategies to strengthen IPE implementation and better prepare students for effective teamwork in health and human service settings.